Esta investigación tiene como objetivo comparar los niveles de bienestar psicológico según los estilos de crianza en una muestra de 286 adolescentes entre 13 y 17 años de edad (M=15.51; DE = 1.069) de colegios estatales de Lima Metropolitana (53.8% mujeres y 46.2% varones). Se aplicó el BIEPS-J (Cortez, 2016) y la Escala de Estilos de Crianza (Merino & Arndt, 2004). El primer instrumento se trabajó unidimensionalmente (Domínguez-Lara & Navarro-Loli, 2018) y el segundo con la estructura de 3 factores propuesta por Merino y Arndt (2004). Ambos instrumentos evidenciaron adecuada consistencia interna. Más del 80% de la muestra tiene padres democráticos y los hijos con padres que manejan este estilo presentan un mayor nivel de bienestar psicológico frente a los otros estilos. / The objective of this research was to compare psychological well-being levels among different parenting styles in a sample of 286 adolescents (53.8% female and 46.2 % males) between 13 and 17 years of age (M = 15.51; SD = 1.069) from state schools in Metropolitan Lima. The BIEPS-J (Cortez, 2016) and the Foster Styling Scale (Merino & Arndt, 2004) were applied. The first instrument was implemented one-dimensionally (Domínguez-Lara & Navarro-Loli, 2018) and the second was implemented with the 3-factor structure proposed by Merino and Arndt (2004). Both instruments showed adequate internal consistency. More than 80% of our sample reported a democratic parenting style, and this parenting style was associated with a higher level of adolescent psychological well-being compared to the other styles. / Tesis

O presente trabalho tem como objetivo investigar como se caracterizam as práticas educativas e como se constroem as representações sociais de um professor de italiano que atuava em uma escola pública, mas que, do ponto de vista trabalhista, estava vinculado a uma associação italiana. No que diz respeito aos procedimentos metodológicos, esta é uma pesquisa de cunho qualitativo, cuja coleta de dados consistiu em gravações de dez reuniões entre o pesquisador e o professor de italiano. Para fins de análise dos dados, foram identificados três eixos temáticos: (1) a relação construída entre o professor e a direção da escola, (2) as representações do professor sobre os alunos da escola pública e (3) as representações sobre o ensino de língua italiana nesse contexto. Procuramos relacionar cada um os eixos temáticos a diversos conceitos, tais como: autoridade (ADORNO, 2006), representação social (MOSCOVICI, 2011) e ensino comunicativo de línguas (WIDDOWSON, 1991; ALMEIDA FILHO, 1993). Como veremos nesta dissertação, os dados revelam uma relação conflituosa entre o professor e a direção da escola pública, indicam também, que as suas representações sobre o contexto da escola pública, bem como sua formação universitária, influenciaram sua prática didática. Ao mesmo tempo, os dados apontam que essas representações não são estáticas, mas dinâmicas, pois foram reelaboradas, à medida que o professor se deparava com situações imprevistas e vivenciava novas experiências. Visto que este trabalho se insere em um contexto de escola pública, decidimos iniciá-lo fazendo um mapeamento dos municípios brasileiros que oferecem o ensino de LI em estabelecimentos públicos, algo até então inédito nos estudos de Italianística no Brasil. Um dos resultados desse mapeamento foi ver o importante papel que as associações ítalo-brasileiras têm em difundir a LI em escolas públicas pertencentes às suas respectivas áreas de atuação. De forma específica, apoiados na Metodologia da História Oral (MEIHY e HOLANDA, 2011; ALBERTI, 2005), analisamos o percurso da Associação Cultural Ítalo-Brasileira do Rio de Janeiro (ACIB-RJ), que fornecia professores para a escola pública foco desta pesquisa, mas que encerrou suas atividades em 2012 devido a uma crise financeira. Com este trabalho, esperamos contribuir para uma melhor compreensão da sala de aula de italiano em escolas públicas e também, para uma cartografia do ensino de italiano no Brasil em contextos públicos. / This research aims to investigate how educational practices are characterized and how social representations are built by a teacher who has taught Italian at a state school, but that, from a labor standpoint, has been connected to an Italian Association. In relation to the methodological procedures, this research is a qualitative study, whose data acquisition was made through the recording of ten meetings between the researcher and the teacher of Italian. For the purpose of analyzing data, there have been identified three thematic axes: (1) the relationship between the teacher and the principal of the school, (2) the teachers representations about the state school students and (3) the representations about the teaching of the Italian language in this educational context. We have considered associating each of the thematic axes to various concepts, such as: authority (ADORNO, 2006), social representations (MOSCOVICI, 2011) and communicative language teaching (WIDDOWSON, 1991; ALMEIDA FILHO, 1993). As we will see in this study, the data reveal a conflicting relationship between the teacher and the state school principal. They also indicate that the teachers representations about the state school context as well as his university training have affected his teaching practice. At the same time, the data pointed out that these representations are not static, but dynamic, because they were reformulated as the teacher faced unexpected situations and lived new experiences. Since this study is part of a state school context, we have decided to map the Brazilian districts whose state schools teach Italian, something unique in the area of studies of the Italian language in Brazil until then. One of the results of this mapping was to see the relevant role of the Italian-Brazilian associations in disseminating the Italian language at the state schools under their responsibility. In a specific way, based on the Oral History Methodology (Meihy e Holanda, 2011: Alberti, 2005), we analyzed the journey of the Associação Cultural Ítalo-Brasileira do Rio de Janeiro (ACIB-RJ), which provided teachers of Italian to the state school that was the focus of this research, but ended its activities in 2012 due to a financial crisis. With this work, we hope to promote a better understanding of the Italian language classroom at state schools, as well as a mapping of the teaching of Italian at state schools in Brazil.

O presente trabalho tem como objetivo investigar como se caracterizam as práticas educativas e como se constroem as representações sociais de um professor de italiano que atuava em uma escola pública, mas que, do ponto de vista trabalhista, estava vinculado a uma associação italiana. No que diz respeito aos procedimentos metodológicos, esta é uma pesquisa de cunho qualitativo, cuja coleta de dados consistiu em gravações de dez reuniões entre o pesquisador e o professor de italiano. Para fins de análise dos dados, foram identificados três eixos temáticos: (1) a relação construída entre o professor e a direção da escola, (2) as representações do professor sobre os alunos da escola pública e (3) as representações sobre o ensino de língua italiana nesse contexto. Procuramos relacionar cada um os eixos temáticos a diversos conceitos, tais como: autoridade (ADORNO, 2006), representação social (MOSCOVICI, 2011) e ensino comunicativo de línguas (WIDDOWSON, 1991; ALMEIDA FILHO, 1993). Como veremos nesta dissertação, os dados revelam uma relação conflituosa entre o professor e a direção da escola pública, indicam também, que as suas representações sobre o contexto da escola pública, bem como sua formação universitária, influenciaram sua prática didática. Ao mesmo tempo, os dados apontam que essas representações não são estáticas, mas dinâmicas, pois foram reelaboradas, à medida que o professor se deparava com situações imprevistas e vivenciava novas experiências. Visto que este trabalho se insere em um contexto de escola pública, decidimos iniciá-lo fazendo um mapeamento dos municípios brasileiros que oferecem o ensino de LI em estabelecimentos públicos, algo até então inédito nos estudos de Italianística no Brasil. Um dos resultados desse mapeamento foi ver o importante papel que as associações ítalo-brasileiras têm em difundir a LI em escolas públicas pertencentes às suas respectivas áreas de atuação. De forma específica, apoiados na Metodologia da História Oral (MEIHY e HOLANDA, 2011; ALBERTI, 2005), analisamos o percurso da Associação Cultural Ítalo-Brasileira do Rio de Janeiro (ACIB-RJ), que fornecia professores para a escola pública foco desta pesquisa, mas que encerrou suas atividades em 2012 devido a uma crise financeira. Com este trabalho, esperamos contribuir para uma melhor compreensão da sala de aula de italiano em escolas públicas e também, para uma cartografia do ensino de italiano no Brasil em contextos públicos. / This research aims to investigate how educational practices are characterized and how social representations are built by a teacher who has taught Italian at a state school, but that, from a labor standpoint, has been connected to an Italian Association. In relation to the methodological procedures, this research is a qualitative study, whose data acquisition was made through the recording of ten meetings between the researcher and the teacher of Italian. For the purpose of analyzing data, there have been identified three thematic axes: (1) the relationship between the teacher and the principal of the school, (2) the teachers representations about the state school students and (3) the representations about the teaching of the Italian language in this educational context. We have considered associating each of the thematic axes to various concepts, such as: authority (ADORNO, 2006), social representations (MOSCOVICI, 2011) and communicative language teaching (WIDDOWSON, 1991; ALMEIDA FILHO, 1993). As we will see in this study, the data reveal a conflicting relationship between the teacher and the state school principal. They also indicate that the teachers representations about the state school context as well as his university training have affected his teaching practice. At the same time, the data pointed out that these representations are not static, but dynamic, because they were reformulated as the teacher faced unexpected situations and lived new experiences. Since this study is part of a state school context, we have decided to map the Brazilian districts whose state schools teach Italian, something unique in the area of studies of the Italian language in Brazil until then. One of the results of this mapping was to see the relevant role of the Italian-Brazilian associations in disseminating the Italian language at the state schools under their responsibility. In a specific way, based on the Oral History Methodology (Meihy e Holanda, 2011: Alberti, 2005), we analyzed the journey of the Associação Cultural Ítalo-Brasileira do Rio de Janeiro (ACIB-RJ), which provided teachers of Italian to the state school that was the focus of this research, but ended its activities in 2012 due to a financial crisis. With this work, we hope to promote a better understanding of the Italian language classroom at state schools, as well as a mapping of the teaching of Italian at state schools in Brazil.

Suite aux recommandations internationales et dans le but d’atteindre une scolarisation universelle au niveau du primaire, l’Etat du Sénégal, depuis la rentrée scolaire 2002-2003, a entrepris une réforme de son système éducatif. Celle-ci comprend : l’introduction de l’éducation religieuse dans les écoles élémentaires publiques, la création d’écoles franco-arabes publiques, la modernisation des "daara" et l’expérimentation des cours en langues locales dans des écoles publiques élémentaires. La prise en compte de la religion dans l’éducation des enfants, à travers le système éducatif, répondait ainsi à une forte demande, maintes fois renouvelée, de la part des communautés religieuses et d’une frange importante de la population sénégalaise. Cette demande a été exprimée, d’une façon formelle, lors des Etats Généraux de l’Education et de la Formation tenus en 1981 (EGEF). Certains aspects de ces innovations entreprises par l’Etat au lendemain de la première alternance politique du pays interrogent le modèle de laïcité en vigueur au Sénégal. La problématique de la présente thèse s’enracine dans les polémiques récurrentes et le "conflit d’interprétation" dont la laïcité fait l’objet depuis l’indépendance jusqu’au début des années 2002 avec ces réformes. Pour aborder la question de recherche, deux objectifs ont été fixés : examiner les effets de l’introduction de l’éducation religieuse dans les écoles publiques élémentaires et du projet de la modernisation des "daara", analyser le modèle et les différentes visions de la laïcité au Sénégal. Il s’agit donc de diagnostiquer les enjeux et les réalités de ces deux innovations et nous servir d’elles comme cadre observatoire d’étude du modèle et des différents types de laïcité au Sénégal. Dans cette optique, nous avons choisi comme méthodologie l’étude documentaire, l’entretien semi-directif et l’analyse de discours. / Following international recommendations and with the aim of achieving universal primary-level education, the Government of Senegal, has undertaken a reform of its education system, starting in the school year 2002-2003. This includes : the introduction of religious education in state-funded primary schools, the creation of state-funded French-Arabic schools, the modernisation of daara Koranic schools and experimenting with the teaching of local language in state-funded primary. The consideration of religion in children's education through the education system is responding to repeated, strong demand by religious communities and a large section of the Senegalese population. This demand was formally expressed during the General Review of Education and Training held in 1981. Certain aspects of the reforms question the laicity model in use in Senegal - started as soon as the government changed after general elections. The question of the present dissertation is rooted in the recurring polemics and the dispute over interpretation of laicity that occurred between independence (1960) and the beginning of 2002. To address the research question, two objectives have been chosen : to examine the effects of the introduction of religious education in state-funded primary schools and the project of modernisation of Koranic schools, to analyse the model and different visions of laicity in Senegal. It is therefore a question of diagnosing the issues and challenges of the two reforms and using them as a framework for observation research into the model and different types of laicity in Senegal. Our methodology for this research is to use literature review, semi-directive interviews and analysis of speeches.

Disability discrimination is an ongoing problem in Australian schools. This study analyses the tension that exists between the requirements of the disability discrimination legislation and the way that principals make decisions about the inclusion of students with disabilities in Queensland state schools. The findings from the study suggest that principals believe the disability discrimination legislation is relevant but it is not helpful in providing a framework for discrimination-free decision-making. Instead, the democratic governance processes of inclusion and collaboration are identified as essential elements of the school principal's decision-making process if inclusive school cultures are to thrive and if discrimination is to be reduced or eliminated. Habermas's critical theory of lifeworld and systems world provides the conceptual framework to analyse the complex lifeworld of the principal and the systemic requirements of the legislation. A lifeworld model of decision-making interactions within the inclusive school is proposed from the data collected in this study. Data were collected using a mixed methodology in which 120 principals responded to surveys about their perspectives on inclusion. This was followed by a series of in-depth interviews with six principals who described their schools as inclusive. Focus groups also provided group perspectives and verified the data collected from the surveys and interviews. Together, the quantitative data and the qualitative information complement each other to provide comprehensive perspectives from principals about inclusion and the law. Recommendations are made in the final chapters that propose a new legal paradigm for disability discrimination legislation so that the discordance between the systems world of the law and the lifeworld of the principal may be reduced. More specific policy and governance recommendations promote collaborative decision-making models to facilitate shared understandings about complex issues that relate to disability.

CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior / A presente pesquisa tem como objetivo central investigar o conceito e os pressupostos da Pedagogia das CompetÃncias e como estes se articulam Ãs Escolas Estaduais de EducaÃÃo Profissional do CearÃ, destacando seus discursos e sua proposta curricular. A pesquisa adota um referencial crÃtico orientador da anÃlise sobre o objeto de estudo, localizando-o no contexto mais amplo do desenvolvimento capitalista. Compreendemos que a interlocuÃÃo com elementos conjunturais à fundamental para apreensÃo dos determinantes socioeconÃmicos e polÃticos que circundam nosso objeto. No que se refere à metodologia escolhida, considerando a necessidade de entender a totalidade e as contradiÃÃes dos fatos sociais, nos apoiamos no materialismo histÃrico-dialÃtico. Assim, nossa pesquisa à de natureza qualitativa, do tipo estudo de caso, com abordagem bibliogrÃfica, documental e de campo. No primeiro capÃtulo, tratamos de introduzir a pesquisa em seus aspectos mais gerais. No segundo, abordamos a EducaÃÃo Profissional no contexto da crise do capital e das transformaÃÃes produtivas. No terceiro capÃtulo, analisamos a Pedagogia das CompetÃncias e suas interfaces conceituais. Finalmente, no quarto e Ãltimo capÃtulo refletimos sobre as Escolas de EducaÃÃo Profissional da rede Estadual do Cearà e suas interfaces com a Pedagogia das CompetÃncias. Os resultados da pesquisa apontam que a Pedagogia das CompetÃncias mantÃm laÃos ajustados com o sistema de produÃÃo capitalista. Suas regras encontram-se fixadas no plano mais macro do capital que à o de formar/adestrar sujeitos com caracterÃsticas que convÃm ao ânovoâ mercado de trabalho, ou seja, homens e mulheres flexÃveis, altruÃstas, comportados, proativos, competitivos e resilientes. A Pedagogia das CompetÃncias intervÃm na subjetividade dos estudantes e no ensino profissional, isso fica muito evidente, haja vista a interferÃncia do meio empresarial na formaÃÃo direta dos alunos, bem como na integraÃÃo dos documentos. Nesse contexto desolador, percebemos que a educaÃÃo do Brasil continua sendo marcada pelo dualismo que consiste em uma educaÃÃo esteirada nos conhecimentos cientÃficos, artÃsticos e filosÃficos para os ricos e outra balizada na concreticidade imediata e no mercado de trabalho para a classe trabalhadora. No cenÃrio mediado pelas competÃncias os saberes destinam-se para poucos, enquanto que a maioria permanece excluÃda de obter nÃveis mais elevados dos conhecimentos sistematizados ao longo na histÃria da humanidade. A superaÃÃo desse cenÃrio antagÃnico a serviÃo do capital e mediado pelas competÃncias para o mercado se impÃe como condiÃÃo de emancipaÃÃo, implicando numa luta incessante pela construÃÃo de um novo modelo social e educacional baseado na justiÃa e na dignidade humana.

This research program aimed to identify the factors that influence the Voluntary Donation payment decision in a cohort of parents (N = 250) with a child (or children) at a New Zealand state school. A voluntary donation is a charitable contribution to the running of the school collected from the parents of the school’s students. A survey questionnaire was constructed to examine the attitudes parents hold towards the voluntary donation funding system, the current New Zealand Government and the school the respondent’s child attends. The parents were ‘naturally’ separated into two conditions based on their last voluntary donation payment decision – Paid versus Not Paid – to compare the differences in attitudes on the various statements from the survey and their demographic composition. The results revealed that payment decision was positively correlated with educational achievement, annual household income and age. Individual contributions exhibited strong positive relationships with beliefs about the contributions of others, which was consistent with previous public goods field experiments. The research extended the existing public goods research by examining the social norms of voluntary donation behaviour and assimilating the results with theories of altruism, conditional cooperation and reciprocity. The strongest overall contribution to the prediction of payment decision was parents’ attitudes towards the current Government and the voluntary donation funding system. The results identified that pressures existed in the voluntary donation environment, a result most prevalent in high decile schools. Additionally, a marginal level of comprehension of the voluntary donations characterised the majority of respondents. Overall, the research found that the best predictor of contribution was attitudes towards the voluntary donation funding system.

Made available in DSpace on 2016-06-02T19:35:32Z (GMT). No. of bitstreams: 1 1901.pdf: 5953642 bytes, checksum: 33e1392cd786559abe36fa722fd17e48 (MD5) Previous issue date: 2008-04-25 / Based on the qualitative research methodology in education, we discuss the institutional assessment on the policies of technological education reform, after LDB 9.394/96, focusing on the Institutional Evaluation System of Technological State Schools (SAI ETES) of Centro Paula Souza in the State of São Paulo (1997-2007). We aimed to analyze the conceptions and proposals of institutional assessment expressed by the legal and institutional discourse of Centro Paula Souza, as well as present the perceptions of educational agents (Directors, Coordinators, Teachers, Administrative technician) about the impact and impasses of such assessment policy in the Technological Schools in the context of democratic administration. It was evidenced that the institutional evaluation is presented in the legal speech as the quality support in the combination of the categories: evaluation, quality, autonomy and as an instrument of control-regulation of the public funding. In the Reform of the Public Apparatus the assessment is presented as a centralizing (and/or recentralizing) instrument of decentralization and exempting the state from responsibilities policies. In the perception of the educational subjects it is necessary to restructure the SAIETE, which emphasizes the results evaluation not considering the process evaluation. Assessment is considered an instrument to regulate public financing, expressed by the linkage among institutional assessment, individual performance assessment and salary bonus system. This assessment system does not consider the impacts of the technological education reform policies, as well as the diversity of pedagogical-organizational structures of agriculture and industrial technical schools, consolidated in different professional areas with different needs and political-pedagogical projects. / Em bases metodológicas de pesquisa qualitativa em educação abordamos a avaliação institucional nas políticas de reforma do ensino técnico, pós LDB 9394/96, focando o Sistema de Avaliação Institucional das Escolas Técnicas Estaduais (SAI-ETEs) do Centro Paula Souza no Estado de São Paulo (1997-2007). Buscamos analisar as concepções e proposições de avaliação institucional expressas no discurso legal e institucional, bem como apresentar a percepção dos sujeitos escolares ( Diretores, Coordenadores, Docentes, Técnico- Administrativos ) sobre os impactos e impasses dessa política avaliativa para as Escolas Técnicas no contexto de democratização da gestão. Evidenciou-se que a avaliação institucional apresenta-se no discurso legal como sustentáculo da qualidade na conjunção das categorias avaliação-qualidade-autonomia e como instrumento de regulação do financiamento público. Na Reforma do Aparelho Administrativo Estatal a avaliação apresenta-se como instrumento centralizador e ou re-centralizador da política de desconcentração e de desresponsabilização do Estado.Na percepção dos sujeitos escolares torna-se necessária a reestruturação do SAI-ETE que enfatiza a avaliação de resultados desconsiderando a avaliação de processo.A Avaliação é tomada como instrumento de regulação do financiamento público,expressa pela vinculação da Avaliação Institucional à Avaliação de Desempenho Individual e ao Sistema de Bonificação Salarial.Esse sistema avaliativo desconsidera os impactos das políticas de reforma do ensino técnico, bem como a diversidade da estrutura pedagógico-organizacional das escolas técnicas agrícolas e industriais consolidadas em diferentes áreas profissionais com diferentes demandas e projetos políticopedagógicos.

For many years, and particularly since the 1980s, the state has taken an interest in the curriculum of state-funded secondary schools. This interest has focused largely on utilitarian imperatives for employment and economic sustainability. A consequence of this utilitarian conception of state education is that art viewed, as a less useful subject within the curriculum, is threatened by this. Against an historic discourse about the nature of art itself and why it is taught and its value in society, the question of 'What is art'? and 'What is the role of the art teacher'? continue to defy a consensus that is useful to teachers. Concurrently, these important arguments have inevitably impinged on the practice of art teachers who find themselves distanced from cherished liberal and social imperatives, and confused about what is expected of them. This study looks at how these pervasive arguments make an impact on teachers who, although studied as artists and trained to teach art, now find themselves dubbed 'art and design' teachers as the requirements of the state and its increasingly utilitarian system exerts more control over their working lives. More than twice as many art graduates (3.4% of fine art graduates in 2016) enter teaching than design graduates (1.3% design graduates in 2016) (Logan and Prichard, 2016). A piece of qualitative research was completed with a combined sample of 23 teachers. Building on Efland's streams of influence underpinning the development of art education: Expressionist, Scientific Rationalist and Reconstructivist; and Hickman's rationales for art education: Social Utility, Personal Growth and Visual Literacy, a tentative theory is proposed and hypotheses explored. Some teachers questioned revealed sadness at a perceived reduction in time for lessons devoted to self-expression, art history, cultures, critical evaluation, experimentation, imagination, risk taking, and creativity. Some teachers felt deeply that they and their subject is misunderstood, undervalued and under threat. Many were not comfortable with a role that was at variance with the one they had been trained for. Some teachers suggested their role was no longer concerned with developing children's individual talents but had become too design-based, too predictable, too linear, and too concerned with measurable outcomes and results. Capturing the words of 23 teachers in interviews and surveys contributes to the literature and provides teachers, policy makers and future researchers with vital insights into what an art teacher is and why they teach art, and how this is at variance with National Curriculum aims. These insights are vital because the present lack of consensus about such fundamental arguments has contributed to a devaluing of art in the curriculum to a point where the future of art in state-funded secondary schools is no longer guaranteed.

O aumento da demanda de água, energia, bem como a mudança na composição e na quantidade dos resíduos, associados aos impactos socioambientais que eles provocam, tornaram-se um dos grandes desafios atuais para a sociedade e, em particular, para as escolas públicas. Nesse contexto, o governo do estado do Rio de Janeiro, dentro de seu Plano Estadual de Gerenciamento Integrado de Resíduos Sólidos, criou o Programa Coleta Seletiva Solidária (PCSS), em outubro de 2009, realizado em parceria entre o Instituto Estadual do Ambiente (INEA), a Universidade do Estado do Rio de Janeiro (UERJ) e a Secretaria de Estado de Educação (SEEDUC). Este Programa assessora a implantação da Coleta Seletiva Solidária (CSS) de materiais recicláveis nos municípios do estado. O eixo-escolas, uma das suas linhas de ações, assessora a implantação da CSS na rede estadual, conforme determina o Decreto Estadual 40.645/07. Considerando os problemas relacionados aos resíduos e a exigência legal, boa parte das escolas estaduais não implantaram ainda a Coleta Seletiva Solidária, por diversos fatores. O objetivo da pesquisa é estudar o modelo de Coleta Seletiva proposto pelo PCSS nas escolas da rede estadual de ensino do Rio de Janeiro. Como estudo de caso, esse modelo foi aplicado no Colégio Estadual Souza Aguiar (CESA). Utilizou-se da pesquisa-ação como abordagem metodológica e o instrumento de coleta de dados foi o questionário dirigido aos participantes das oficinas de capacitação na UERJ. No CESA foram aplicados questionários aos alunos e acompanhado o processo de implantação da CSS através da observação participante. Conclui-se que os resultados da pesquisa não podem ser generalizados para toda a rede estadual de ensino do Rio de Janeiro. Contudo, ele possibilitou identificar questões importantes e sugerir recomendações para o aperfeiçoamento do modelo estudado. Destaca-se a importância de formalizar o compromisso institucional dos dirigentes das escolas com a implantação da CSS, contribuindo com a formação de cidadãos comprometidos com a sustentabilidade socioambiental do estado do Rio de Janeiro. / Increased demand for water, energy, and the change in the composition and quantity of wasteassociated with socio-environmental impacts have become a major challenge today, particularly for public schools. In the context of waste management, the state government of Rio de Janeiro created the Selective Solidary Collection Project (PCSS), wich was initiated in October 2009 . It is held by the partnership between the State Agency of Environment (INEA), the State University of Rio de Janeiro (UERJ) and the State Department of Education (SEEDUC), to assist in the implementation of the Selective Solidary Collection of recyclable waste (CSS) in the municipalities. The Selective Solidary Collection in the State Schools, one of the lines of actions of this program, seeks the implementation of CSS in the state, as determined by State Decree 40.645/07. Considering the environmental and social problems related to waste generation and disposal, as well as the legal requirement of the decree, most schools have not yet deployed the Selective Solidary Collection of recyclable waste. The objetive is to study the application of the model proposed by PCSS of Selective Solidary Collection for state schools of Rio de Janeiro. As a case study, the model was also applied in the State College Souza Aguiar (CESA). We used action research as a methodological approach and questionnaires distributed to participants of workshops on UERJ as data collection instrument. In CESA, were also used questionnaires to students and monitored the process through participant observation. We conclude that the search results cant be generalized to all state schools in Rio de Janeiro. However, it helps to identify important issues and suggest recommendations for its improvement. The study shows the importance of formalizing the institutional commitment of school to obtain success on the implementation of CSS, while contributing to the formation of citizens committed to social and environmental sustainability of the state of Rio de Janeiro.