永續校園能夠讓學校的學習者透過教育的過程及校園的生活，配合環境議題的探討，以改善生活及環境品質，並達到環境教育目標。為達上述目標永續校園在校園的環境上，應如何規劃以達到節省能源、永續發展、乾淨健康；同時永續校園設施是否能夠發揮環境教育之目的，獲得教師充分使用融入教學之中，成為本研究探討的課題。 本研究以2002年與2003年99所永續校園為研究對象，共發出99份調查問卷與1009份研究問卷，調查問卷部分共回收89份，問卷回收率達89.9％，而研究問卷則回收740份，有效問卷為729份，可用問卷比例為72.2％。訪談對象則訪問兩所永續校園的規劃人員。最後將文獻探討、問卷調查和訪談結果的發現，歸納出以下結論： 一、國民小學參與永續校園環境規劃動機主要為「改善學校環境」、「發展學校特色」、「協助學生親近自然」。 二、國民小學申請永續校園環境規劃最主要的項目為「透水鋪面」、「生態景觀教學水池」、「落葉堆肥」、「教學農園」、「多層次生態綠化」，且使用狀況良好。 三、永續校園環境規劃主要是由「總務主任」以及「校長」進行規劃。 四、國民小學參與永續校園環境規劃模式以整合案較佳。 五、永續校園環境設施主要是由「總務主任」、「工友」及「教師」進行維護，但學校人力、經費以及專業知能不足，設施維護不易。 六、國民小學推動永續校園發展主要遇到的困難為「所需經費不足」、「缺乏適當空間」、「行政者生態知識不足」、「缺乏整體規劃」以及「教師參與度低」。 七、教師參與永續校園環境規劃主要的項目為「資源回收利用」、「落葉堆肥」、「生態景觀教學水池」，而教師最常使用的永續校園設施為「資源回收在利用」、「生態景觀教學水池」、「落葉堆肥」。 八、教師將永續校園環境規劃融入教學主要遇到的困難為「耗費時間太多」、「相關資訊不充裕」、「學校環境資源不足」。而教師將校園環境融入教學的原因主要為「落實推動環境教育」、「採用多元教學方式」以及「實做學習效果較佳」。 九、有參與永續校園環境規劃的教師對永續校園環境規劃與使用認同感較高。 十、學校行政人員對永續校園環境規劃與使用認同感高於一般教師。 十一、大規模學校之教師對永續校園環境規劃與使用認同感較低。 十二、不同任教科目教師對永續校園環境規劃與使用態度沒有差異。 十三、不同年資對於學校實施永續校園環境規劃的態度沒有差異。 最後綜合研究結果提出以下建議： 一、永續校園環境規劃應繼續實施並予以推廣 二、「生態景觀教學水池」可多加推廣 三、規劃「生態景觀教學水池」與「教學農園」應審慎考量設置地點 四、設計時考慮建設經費以及後續維護費用 五、宜針對學校環境擬定整體且長期的環境規劃內容 六、鼓勵教師參與永續校園環境規劃 七、學校宜多舉辦相關環境教育研習以充實教師專業知能 / Sustainable schools can help students improve quality of life and environment through education, the school life, and discussion about the environmental topics; at the same time they can implement the goal of the environmental education. In order to achieve these goals, how should sustainable schools design school environment and does these sustainable school environmental facilities bring environmental education into play are this study’s purpose. 99 sustainable schools in 2002 and 2003 are the research objects. 99 copies of the questionnaire survey and 1009 copies of the research questionnaire are distributed to randomly-sampled schools. Out of 99 surveys 1009 research questionnaires, 89 surveys and 729 questionnaires are valid. The retrieval rate are 89.9% and 72.2%. There are two interviewees who are familiar with sustainable school environment planning. Finally, the conclusions of study have been made by analyzing the literature review, the questionnaire, and the interview’s result. Some findings and suggestions are described as below: 1. The main motivations that elementary schools join the sustainable school environment planning are ‘improve school environment’,’ develop school characteristic’, and ’allow student to enjoy the nature’. 2. The main projects of sustainable school environment planning for elementary schools application are 'permeable pavement’,’ ecological pond ','fallen leaf compost’, ’agricultural garden of teaching’, and ’the multi-layers ecological green-making '. Moreover, they have to be in good condition. 3. In most cases, sustainable school environment planning is planned by ' the director of general affairs ' or 'the principal'. 4. The combing model is better when elementary schools participate sustainable school environment planning. 5. Sustainable school environmental facilities are mainly maintained by ' the director of general affairs’,’ workers' and 'teachers'. However the manpower, funds and professional knowledge of schools are insufficient, it is difficult to maintain facilities. 6. The main problems for elementary schools to develop sustainable school are ‘insufficient funds’,’ lack of space’,’ ecological knowledge in administration is insufficient’,’ lack proper plan’ and ‘low participation of teachers’. 7. The main projects that teacher participate sustainable school environment planning are 'resource recycle’,’ the fallen leaf compost’,’ the ecological pond’; facilities teachers use most frequently are 'resources are retrieved and utilized’,’ the ecological pond' and 'the fallen leaf compost'. 8. Main difficulties that teachers incorporate sustainable school environmental facilities into teaching are 'too time consuming',' insufficient information’, and ’environmental resources of schools are insufficient'. Teachers incorporate sustainable school environmental facilities into teaching are 'implement and promote the environmental education’,’ adopt multiple teaching method' and 'learning by doing has better effects'. 9. Teachers who participate in sustainable school environment planning have higher identification in planning and using sustainable school environmental facilities than teachers who do not participate. 10. School administrative personnel have higher identification in planning and using sustainable school environmental facilities than general teachers. 11. Teachers of big scale schools have lower identification in planning and using sustainable school environmental facilities than other scale schools’ teachers. 12. There is no differentiation of the identification in planning and using sustainable school environmental facilities among different subject teachers. 13. There is no differentiation of the identification in planning and using sustainable school environmental facilities among teachers’ seniorities. After the study, some suggestions are made as follows: 1. Continue to develop sustainable school environment planning and keep implement and popularized it. 2. Promote the ecological pond. 3. Carefully plan where to build the agricultural garden of teaching and the setting place of ecological pond. 4. Budget construction costs and maintenance expenses during the designing phase. 5. Draft the whole and long-term environmental program of the school. 6. Encourage teacher participating in the sustainable school environment planning. 7. Schools should provide more relevant environmental education study to improve teacher's professional knowledge.

A educação ambiental (EA) foi apontada como uma estratégia fundamental na edificação de Sociedades Sustentáveis. Propondo à escola um novo modo de ser e de agir sobre a formação das futuras gerações e fundamentada na cidadania ambiental e cultura da paz, objetiva habilitar os educandos a valorizar e viver de maneira adaptada à seu contexto natural e cultural. Um importante caminho para a promoção da EA formal é a utilização do ambiente escolar enquanto objeto de reflexão-ação-reflexão dos valores e práticas sustentáveis. Objetivamos discutir as potencialidades e os limites da utilização do ambiente escolar enquanto objeto da EA. Valendo-se da ciência ambiental, propiciamos a interface entre a Educação, a Ecologia e a Arquitetura, através do estudo de caso sobre as escolas municipais de ensino fundamental básico (EMEFB) de Ubatuba/SP. Utilizamos, de forma conjugada, instrumentos metodológicos quantitativos e qualitativos: visita nas 30 EMEFB (uso de planilha de observação de campo, entrevistas semi-estruturadas e registro fotográfico), pesquisa sobre instituições que promovem a EA voltados à sustentabilidade escolar e permacultura. Dentre os resultados da pesquisa em Ubatuba destacamos: 1) A predominância da noção por parte dos educadores de que a EA deveria partir da intervenção na realidade, atuando cotidianamente no hábitat e hábitos dos educandos; 2) As EMEFB de Ubatuba são insustentáveis (dimensões ecológica, econômica, políticopedagógica e sociocultural); 3) Existem boas iniciativas de EA, que devem ser difundidas entre os demais educadores, contudo a maioria dos projetos é pontual e descontínua; 4) A EA não faz parte do Projeto Político-pedagógico das escolas, nem foi citada como estratégia da gestão escolar; 5) A atuação das organizações não-governamentais é determinante para a prática da EA nas escolas. Concluímos que, tão relevante quanto a construção de um ambiente educativo desde o planejamento da escola, é o seu caminhar para a constituição deste ambiente através da vivência prática (pedagogia do ambiente). Este processo é o promotor tanto do aprendizado dos educandos, quanto da formação continuada dos educadores e da integração da comunidade. Embora o Conselho escolar tenha grande responsabilidade para incentivar este processo, é a Secretaria de educação quem deve assumir a tarefa de propor estratégias para a realização da EA na implementação de ambientes educativos sustentáveis. / The Environmental Education was pointed out as a fundamental strategy to build up the sustainable societies. Proposing to the school a new way to be and to act for the formation of future generations and grounded on the environmental citizenship and a culture of peace, has as a goal qualify the students to appreciate and live at an adapted way to its natural and cultural context. An important way to promote the formal Environmental Education is the use of the school environment as being the object of reflection-action-reflection of the sustainable values and practices. Our goal is to discuss the capacities and limits of the use of the school environment as an Environmental Education while subject of the Environmental Education. Based on the environment science, we make it possible the interface among the Education, Ecology and Architecture, thru the case studie about the Ubatuba county Kindergarten schools(age range 6-11). We use the quantitative and qualitative methodicals tools together: visits to 30 county Kindergarten schools (use of field observation formsheet semi-structured interviews and pictures), research about institutions that promote the environmental education who aims the sustainability of school and permacultura. Among the results of the research in Ubatuba we pointed out: 1) the predominance of the notion coming from the teachers side that the Environmental Education should start from the intervention in the reality, acting daily on the students habits and habitats; 2) the Ubatuba municipal kindergarten schools are unsustainable (ecological, economical, pedagogic-political and sociolcultural dimensions); 3)There are good environmental education initiatives, that must be spread among other teachers, however the majority of the projects is punctual and noncontinuous; 4) The environmental education is not part of the schools politic pedagogic projects, and it was neither mentioned as a strategy of the school management; 5) The performance of the non-governmental organizations is essential to the environmental education practice in the schools. We conclude that, both the construction of the educational environment since the school planning and its steps towards the implementation of this environment thru the practical living (environmental pedagogy) are important.This process is as much the promoter of the education of the students as the continuous formation of the teachers and the integration of the community. Although the school council has a big responsibility to motivate this process, it is the Department of Education that should assume the task of proposing strategies in the Environmental Educational field thru the implementation of the sustainable and educational environment.

Made available in DSpace on 2016-08-10T10:54:39Z (GMT). No. of bitstreams: 1 REGINA CELIA COSTA LIMA.pdf: 5915854 bytes, checksum: 2af23cea0e657da7cfa1c36b63a96f40 (MD5) Previous issue date: 2015-02-06 / The studies about the inclusion of Health and Environment in the transversality of school subjects have been an object of concern to many scholars such as in this subject areas as in educational one. The debate of citizenship has included the school as a privileged space for the development of educational practices in environmental and health areas. The inclusion of cross-cutting themes in the Brazilian school curriculum fits into the expansion of the functions conferred to school today. This paper aims to analyze the insertion of Health and Environment in the curriculum of public elementary school of Imperatriz, Maranhão. For that it was developed a kind of documentary research, with a descriptive, analytical and exploratory nature, involving a qualitative approach. In this work, official documents of national, state and municipal level, and files of the investigated schools, as Political Pedagogical Project, Disciplinary and (or) Interdisciplinary Projects in Health and the environmental area were used. The bibliographic source held in books, journal articles, academic papers and conference proceedings were used too. The survey area of this work was consisted of five public elementary schools, in the city of Imperatriz, Maranhão, included in the Sustainable Schools program. Four of the schools surveyed are located in the urban periphery and one, in the rural municipality. For data analysis was adopted the procedures of content analysis based on the categories constructed from the works of the authors consulted, investigated documents and materials. The discussions are based on the concepts of citizen school, of interdisciplinarity and mainstreaming, and they were guided by the concepts of Health and Environment, contained in the Brazilian educational legislation as the National Curricular Parameters (PCN), the Curriculum Frameworks of Maranhão (RCEM) , in Handbook of Sustainable Schools and the decisions of national and international forums on Education, Health and Environment. The results reveal the need to review the process of mainstreaming and interdisciplinarity of themes of Health and Environment in the curriculum of schools included in the survey. The Political Pedagogical Project (PPP) analyzed allow us to observe the teaching practice of the schools surveyed is still jarring of the proposals submitted in the official documents, which assumes a cross-cutting and interdisciplinary approach of these themes, in order to integrate knowledge from various areas. / Os estudos acerca da inclusão da Saúde e Meio Ambiente na transversalidade dos conteúdos escolares tem sido objeto de preocupação de muitos estudiosos tanto na área de tais temáticas, como na área da educação. O debate da cidadania tem incluído a escola enquanto espaço privilegiado para o desenvolvimento de práticas educativas nas áreas ambientais e de saúde. A inclusão dos temas transversais no currículo escolar brasileiro se insere na ampliação das funções conferidas à escola na atualidade. Esse trabalho tem como objetivo analisar a inserção da Saúde e do Meio Ambiente no currículo de escolas públicas do Ensino Fundamental de Imperatriz, Maranhão. Para tanto se desenvolveu uma pesquisa do tipo documental, de natureza descritiva, analítica e exploratória, envolvendo uma abordagem qualitativa. Foram utilizados, nesta pesquisa, além de documentos oficiais nas esferas nacional, estadual e municipal, os arquivos das escolas investigadas, como Projeto Político Pedagógico (PPP), Projetos disciplinares e(ou) interdisciplinares na área da saúde e do meio ambiente. Utilizou-se também a fonte bibliográfica realizada em livros, artigos de periódicos, dissertações acadêmicas e anais de eventos. O universo amostral foi constituído de 5 escolas Públicas do Ensino Fundamental, do Município de Imperatriz, Maranhão, incluídas no programa Escolas Sustentáveis. Das escolas pesquisadas 4 são localizadas na periferia urbana e 1 na zona rural do município. Para análise de dados foram adotados os procedimentos da análise de conteúdo com base nas categorias construídas a partir das obras dos autores consultados, dos documentos investigados e do material coletado. As discussões estão fundamentadas nas concepções de escola cidadã, de interdisciplinaridade e transversalidade, e foram norteadas pelas concepções de Saúde e Meio Ambiente, constantes nos documentos normativos da educação brasileira como os Parâmetros Curriculares Nacionais (PCN), os Referenciais Curriculares do Estado do Maranhão (RCEM), no manual das Escolas Sustentáveis e nas decisões dos fóruns nacionais e internacionais sobre Educação, Saúde e Meio Ambiente. Os resultados revelam a necessidade de se rever o processo de transversalidade e interdisciplinaridade das temáticas de Saúde e Meio Ambiente no currículo das escolas incluídas na pesquisa. Os Projetos Políticos Pedagógicos (PPP) analisados permitiram observar que a prática pedagógica das escolas pesquisadas ainda é dissonante das propostas apresentadas nos documentos oficiais, que pressupõe uma abordagem transversal e interdisciplinar dessas temáticas, de forma a integrar os conhecimentos das diversas áreas.

A educação ambiental (EA) foi apontada como uma estratégia fundamental na edificação de Sociedades Sustentáveis. Propondo à escola um novo modo de ser e de agir sobre a formação das futuras gerações e fundamentada na cidadania ambiental e cultura da paz, objetiva habilitar os educandos a valorizar e viver de maneira adaptada à seu contexto natural e cultural. Um importante caminho para a promoção da EA formal é a utilização do ambiente escolar enquanto objeto de reflexão-ação-reflexão dos valores e práticas sustentáveis. Objetivamos discutir as potencialidades e os limites da utilização do ambiente escolar enquanto objeto da EA. Valendo-se da ciência ambiental, propiciamos a interface entre a Educação, a Ecologia e a Arquitetura, através do estudo de caso sobre as escolas municipais de ensino fundamental básico (EMEFB) de Ubatuba/SP. Utilizamos, de forma conjugada, instrumentos metodológicos quantitativos e qualitativos: visita nas 30 EMEFB (uso de planilha de observação de campo, entrevistas semi-estruturadas e registro fotográfico), pesquisa sobre instituições que promovem a EA voltados à sustentabilidade escolar e permacultura. Dentre os resultados da pesquisa em Ubatuba destacamos: 1) A predominância da noção por parte dos educadores de que a EA deveria partir da intervenção na realidade, atuando cotidianamente no hábitat e hábitos dos educandos; 2) As EMEFB de Ubatuba são insustentáveis (dimensões ecológica, econômica, políticopedagógica e sociocultural); 3) Existem boas iniciativas de EA, que devem ser difundidas entre os demais educadores, contudo a maioria dos projetos é pontual e descontínua; 4) A EA não faz parte do Projeto Político-pedagógico das escolas, nem foi citada como estratégia da gestão escolar; 5) A atuação das organizações não-governamentais é determinante para a prática da EA nas escolas. Concluímos que, tão relevante quanto a construção de um ambiente educativo desde o planejamento da escola, é o seu caminhar para a constituição deste ambiente através da vivência prática (pedagogia do ambiente). Este processo é o promotor tanto do aprendizado dos educandos, quanto da formação continuada dos educadores e da integração da comunidade. Embora o Conselho escolar tenha grande responsabilidade para incentivar este processo, é a Secretaria de educação quem deve assumir a tarefa de propor estratégias para a realização da EA na implementação de ambientes educativos sustentáveis. / The Environmental Education was pointed out as a fundamental strategy to build up the sustainable societies. Proposing to the school a new way to be and to act for the formation of future generations and grounded on the environmental citizenship and a culture of peace, has as a goal qualify the students to appreciate and live at an adapted way to its natural and cultural context. An important way to promote the formal Environmental Education is the use of the school environment as being the object of reflection-action-reflection of the sustainable values and practices. Our goal is to discuss the capacities and limits of the use of the school environment as an Environmental Education while subject of the Environmental Education. Based on the environment science, we make it possible the interface among the Education, Ecology and Architecture, thru the case studie about the Ubatuba county Kindergarten schools(age range 6-11). We use the quantitative and qualitative methodicals tools together: visits to 30 county Kindergarten schools (use of field observation formsheet semi-structured interviews and pictures), research about institutions that promote the environmental education who aims the sustainability of school and permacultura. Among the results of the research in Ubatuba we pointed out: 1) the predominance of the notion coming from the teachers side that the Environmental Education should start from the intervention in the reality, acting daily on the students habits and habitats; 2) the Ubatuba municipal kindergarten schools are unsustainable (ecological, economical, pedagogic-political and sociolcultural dimensions); 3)There are good environmental education initiatives, that must be spread among other teachers, however the majority of the projects is punctual and noncontinuous; 4) The environmental education is not part of the schools politic pedagogic projects, and it was neither mentioned as a strategy of the school management; 5) The performance of the non-governmental organizations is essential to the environmental education practice in the schools. We conclude that, both the construction of the educational environment since the school planning and its steps towards the implementation of this environment thru the practical living (environmental pedagogy) are important.This process is as much the promoter of the education of the students as the continuous formation of the teachers and the integration of the community. Although the school council has a big responsibility to motivate this process, it is the Department of Education that should assume the task of proposing strategies in the Environmental Educational field thru the implementation of the sustainable and educational environment.

The purpose of this study was to identify the major school improvement needs and related strategies for two Bangladeshi secondary public schools based upon the perceptions of in-school professionals, parents, and students. To implement the study, I employed the constructivist/interpretive paradigm with a case study as my research design. The data collection techniques of document analysis, Nominal Group Technique (NGT) meetings, and individual interviews were utilized. For the purpose of NGT meetings, from each school, one teacher group, one parent group, and one student group were interviewed. After the completion of NGT meetings, individual interviews were held with one participant selected from each NGT group. I also interviewed the headmasters of the two schools. This study revealed that in a Bangladeshi educational context, major catalysts for improvement were market mechanisms and educational policies. The most significant finding of this study was that considering contextual applicability before implementing new initiatives was a critical strategy toward achieving sustainable school improvement in Bangladesh. The data indicated that in these schools, desired improvement efforts mainly consisted of two clusters: identifying the key school improvement needs and developing the strategies to meet those needs. The data revealed that the identified school improvement needs can be grouped into providing the resources and improving the school culture. To enhance school effectiveness, these Bangladeshi schools need to recruit more specialized teachers, implement effective instructional methodologies, elevate the image of teaching profession, and provide teacher-led professional development. Participants identified other suggested school improvement needs to be: low student-teacher ratio, good textbooks, more extracurricular activities, and more instructional materials (such as, computers, projectors, televisions, sound system, and so on). This study also revealed a strong perception that the role of collaboration in improving school culture is crucial. Participants explained that in order to successfully implement improvement initiatives, major challenges to the process need to be addressed. Participants identified three important barriers to implementation. These included lack of attention to the voices of all stakeholders during policymaking, the misuses of private tutoring or coaching, and lack of commitment among some of the teachers in their teaching. Findings affirmed that these barriers could be addressed by including all stakeholders voices in educational policy-making, addressing the misuses of private tutoring or coaching, and making teachers more accountable. A number of implications for theory, practice, policy, and further research arose from this study. Participants noted that teachers, parents, students, teacher-training authority, Bangladeshi Government, Non Government Organizations, school administrators, and district administrators were co-responsible within their own capacities to provide the necessary support and resources for school improvement in Bangladeshi context.

The purpose of this study was to identify the major school improvement needs and related strategies for two Bangladeshi secondary public schools based upon the perceptions of in-school professionals, parents, and students. To implement the study, I employed the constructivist/interpretive paradigm with a case study as my research design. The data collection techniques of document analysis, Nominal Group Technique (NGT) meetings, and individual interviews were utilized. For the purpose of NGT meetings, from each school, one teacher group, one parent group, and one student group were interviewed. After the completion of NGT meetings, individual interviews were held with one participant selected from each NGT group. I also interviewed the headmasters of the two schools. This study revealed that in a Bangladeshi educational context, major catalysts for improvement were market mechanisms and educational policies. The most significant finding of this study was that considering contextual applicability before implementing new initiatives was a critical strategy toward achieving sustainable school improvement in Bangladesh. The data indicated that in these schools, desired improvement efforts mainly consisted of two clusters: identifying the key school improvement needs and developing the strategies to meet those needs. The data revealed that the identified school improvement needs can be grouped into providing the resources and improving the school culture. To enhance school effectiveness, these Bangladeshi schools need to recruit more specialized teachers, implement effective instructional methodologies, elevate the image of teaching profession, and provide teacher-led professional development. Participants identified other suggested school improvement needs to be: low student-teacher ratio, good textbooks, more extracurricular activities, and more instructional materials (such as, computers, projectors, televisions, sound system, and so on). This study also revealed a strong perception that the role of collaboration in improving school culture is crucial. Participants explained that in order to successfully implement improvement initiatives, major challenges to the process need to be addressed. Participants identified three important barriers to implementation. These included lack of attention to the voices of all stakeholders during policymaking, the misuses of private tutoring or coaching, and lack of commitment among some of the teachers in their teaching. Findings affirmed that these barriers could be addressed by including all stakeholders voices in educational policy-making, addressing the misuses of private tutoring or coaching, and making teachers more accountable. A number of implications for theory, practice, policy, and further research arose from this study. Participants noted that teachers, parents, students, teacher-training authority, Bangladeshi Government, Non Government Organizations, school administrators, and district administrators were co-responsible within their own capacities to provide the necessary support and resources for school improvement in Bangladeshi context.

Interest in research for the relationship between physical activity and cognition among children and adolescents has increased substantially in recent years. The positive effects of physical activity appear to be particularly important for students with neuropsychiatric disability. Physical activity within the classroom is an area that so far has been relatively unexplored. The purpose of this study is to investigate both students with neuropsychiatric disability and their teachers' experiences of daily physical activity during an implementation period of an exercise program inside the classroom and how it affects the study situation, The purpose is also to identify obstacles and opportunities for implementation of daily physical activity inside the classroom for student with neuropsychiatric disability.  Based on the purpose of the study, we have investigated whether daily physical activity in school can be a special educational tool in the work of students with neuropsychiatric disabilities. An intervention with daily physical activity inside classrooms was conducted over four consecutive weeks in two groups at two different schools. Teachers and their students estimated experiences of daily physical activity were collected through surveys before and after intervention as well as through logbooks during intervention. The results show that students and teachers have predominantly estimated positive experiences of daily physical activity in the classroom. The main positive change in students and teachers’ estimation is the students' completion of tasks. The transition between movement activity and other classroom teaching and the poor physical condition of some students are perceived by the teachers as an obstacle for implementation of physical activity within the classroom.  Safety and harmony in the group, as well as clear and simple instructions, are important prerequisites for implementation. This study's conclusion is that daily physical activity in the classroom is perceived positively by teachers and students and has a predominantly positive impact on the study situation for students with neuropsychiatric disability and therefore can be a special educational tool. / Intresset inom forskningen för förhållandet mellan fysisk aktivitet och kognition bland barn och ungdomar har ökat kraftigt de senaste åren. Den fysiska aktivitetens positiva effekter verkar vara särskilt betydelsefullt för elever med neuropsykiatrisk funktionsnedsättning, NPF. Fysisk aktivitet i klassrummet är ett område som ännu så länge är relativt outforskat. Studiens syfte är att undersöka såväl elever med neuropsykiatrisk funktionsnedsättning samt deras lärares upplevelser av daglig fysisk aktivitet under en implementeringsperiod av rörelseprogram i klassrummet och hur det påverkar studiesituationen. Vidare är syftet att kartlägga hinder och möjligheter för daglig fysisk aktivitet i klassrummet för elever med neuropsykiatrisk funktionsnedsättning. Utifrån studiens syfte har vi undersökt om daglig fysisk aktivitet i skolan kan vara ett specialpedagogiskt verktyg i arbetet med elever med neuropsykiatrisk funktionsnedsättning. En intervention med daglig fysisk aktivitet i klassrummet genomfördes under fyra sammanhängande veckor i två grupper på två olika skolor. Lärares och elevers skattade upplevelser av den dagliga fysiska aktiviteten samlades in genom enkäter före och efter intervention samt genom loggböcker under intervention. Resultaten visar att elever och lärare har övervägande positiva skattade upplevelser av daglig fysisk aktivitet i klassrummet. Den främsta förändringen inom elever och lärares skattning är elevernas färdigställande av uppgifter. Övergångarna mellan rörelseaktiviteten och övrig undervisning i klassrummet samt vissa elevers dåliga fysiska kondition uppfattas av lärarna som hinder. Trygghet och harmoni i gruppen, samt tydliga och enkla instruktioner är viktiga förutsättningar för genomförandet. Studiens slutsats är att daglig fysisk aktivitet i klassrummet skattas positivt av lärare och elever, samt att det i vår studie verkar ha en övervägande positiv påverkan på studiesituationen för flertalet elever. Därigenom är det möjligt att daglig fysisk aktivitet i klassrummet kan vara ett specialpedagogiskt verktyg.

Este trabalho busca analisar como o projeto Sementes de Primavera contribuiu para promover a cidadania planetária desde a infância por meio da participação da comunidade escolar no processo de construção do Projeto Eco-Político-Pedagógico nas escolas da Rede Municipal de Osasco (2007 a 2009). O texto está estruturado em três capítulos: no primeiro é apresentado o quadro teórico do movimento da educação ambiental e do desenvolvimento sustentável; no segundo é tecida uma reflexão sobre o princípio da Gestão Democrática na política educacional de Osasco (2007 e 2008), com ênfase na participação das crianças; no terceiro é feita uma reflexão sobre como a participação infantojuvenil da gestão escolar para ampliar o conceito de escola sustentável que vem sendo construído no Brasil e no mundo na última década. / This Masters of Arts Thesis analyzes how the project Spring\'s Seeds (Sementes de Primavera) contributed to promote planetary citizenship since childhood in the educational units of Osasco\'s Municipal School System (2007-2009). The text is structured in three chapters: in the first, the theoretical framework of environmental education movement and sustainable development is presented; in the second, there is a consideration on the democratic management in the educational policy of Osasco, specially from the experience of children\'s participation in the schools\' planning process and in the elaboration of the Eco-Political-Pedagogical Projects; in the third, there is a reflection on how the views of the children of Osasco contributed to expand the concept of a sustainable school that has been cons tructed in Brazil and in the world in the past decade.

Este trabalho busca analisar como o projeto Sementes de Primavera contribuiu para promover a cidadania planetária desde a infância por meio da participação da comunidade escolar no processo de construção do Projeto Eco-Político-Pedagógico nas escolas da Rede Municipal de Osasco (2007 a 2009). O texto está estruturado em três capítulos: no primeiro é apresentado o quadro teórico do movimento da educação ambiental e do desenvolvimento sustentável; no segundo é tecida uma reflexão sobre o princípio da Gestão Democrática na política educacional de Osasco (2007 e 2008), com ênfase na participação das crianças; no terceiro é feita uma reflexão sobre como a participação infantojuvenil da gestão escolar para ampliar o conceito de escola sustentável que vem sendo construído no Brasil e no mundo na última década. / This Masters of Arts Thesis analyzes how the project Spring\'s Seeds (Sementes de Primavera) contributed to promote planetary citizenship since childhood in the educational units of Osasco\'s Municipal School System (2007-2009). The text is structured in three chapters: in the first, the theoretical framework of environmental education movement and sustainable development is presented; in the second, there is a consideration on the democratic management in the educational policy of Osasco, specially from the experience of children\'s participation in the schools\' planning process and in the elaboration of the Eco-Political-Pedagogical Projects; in the third, there is a reflection on how the views of the children of Osasco contributed to expand the concept of a sustainable school that has been cons tructed in Brazil and in the world in the past decade.