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Previous issue date: 2018-04-17 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The aim of this research was to understand the relationship of schools and the place where
they are inserted. The study investigated what factors can influence the environmentalization
of schools' curriculum. An ethnographic approach was applied. The study was based on data
collected in schools in Viam?o and Porto Alegre, in Brazil, which are located around
conservation areas. The research identified that the main concern related to the environment
in most schools were global issues, especially in regards to solid waste issues. In one of the
schools analysed, it was identified a focus on the value of the school location and of the
conservation area. Factors that influenced the environmentalization of the school?s curriculum
were: the effects of public policy; the school documents; the presence of a conservation area
next to the school and its relationship with the place; the agency of nonhuman actors and
issues related to human actions and emotions, e.g. violence, the recognition of the nature and
the concern with environment issues. The research also identified some elements that
facilitated a connection between schools and the conservation areas, and other elements that,
on the contrary, hampered or banned the access of students and educators in those areas. The
factors that contributed to the relationship between schools and conservation areas were their
geographic proximity; the efforts of managers and other staff in the conservation areas to
promote environmental education in schools; the presence of educators and managers
engaged with environmental issues, and the incentives of public policies addressing
environmental education and sustainability. The challenges identified were related to the
restricted number of staff in the conservation areas and to the limited financial resources
available. Public policies can facilitate the relationship between schools and conservation
areas however they can also make the process more difficult. Examples are the rules and
orientations about the school curriculum, the rules for visitors in conservation areas and the
historical conflicts related to the establishment of conservation areas in Brazil. Despite
impositions and difficulties faced by schools, the creativity of the people and the influence of
the place allow them to stand up to challenges related to the environmentalization of the
curriculum. / O objetivo desta pesquisa foi compreender como a escola se relaciona com o lugar em que
est? inserida, observando os fatores que podem influenciar a ambientaliza??o do curr?culo.
Foi utilizada uma abordagem de inspira??o etnogr?fica, sendo estudadas escolas de Viam?o e
de Porto Alegre, RS, localizadas no entorno de unidades de conserva??o. Observou-se que a
maioria das escolas tinha como preocupa??o ambiental quest?es globais, principalmente no
que se refere aos problemas associados aos res?duos s?lidos. Uma das escolas pesquisadas
destacou-se pelo foco na valoriza??o do lugar e da unidade de conserva??o. Fatores como os
efeitos de pol?ticas p?blicas; os documentos escolares; a presen?a de uma unidade de
conserva??o pr?xima ? escola e as rela??es com o lugar; a ag?ncia de entidades n?o humanas
e as quest?es oriundas das a??es e emo??es humanas, tais como a viol?ncia, a valoriza??o da
natureza e a preocupa??o com a quest?o ambiental, estavam relacionados com a
ambientaliza??o do curr?culo. Foram observados elementos que facilitavam a aproxima??o
entre escolas e unidades de conserva??o e outros que, ao contr?rio, dificultavam ou impediam
o acesso dos estudantes e dos professores nessas ?reas. Entre os fatores que contribu?ram
nessa rela??o est?o a proximidade f?sica entre escolas e unidades de conserva??o; os
investimentos dos gestores e funcion?rios das unidades de conserva??o na promo??o da
educa??o ambiental nas escolas; a presen?a de professores e de gestores engajados com as
quest?es ambientais e os incentivos das pol?ticas p?blicas para a educa??o ambiental e para a
sustentabilidade. Entre os desafios observados est?o o n?mero reduzido de funcion?rios nas
unidades de conserva??o e a pouca disponibilidade de recursos financeiros. As pol?ticas
p?blicas podem facilitar a rela??o entre escolas e unidades de conserva??o, mas tamb?m
podem dificultar esse processo. Exemplo disso s?o as normas e orienta??es sobre o curr?culo
escolar, as regras para visitantes nas unidades de conserva??o e os conflitos hist?ricos
relacionados ? implanta??o das unidades de conserva??o no Brasil. Apesar das imposi??es e
dificuldades que chegam ?s escolas, a criatividade das pessoas e a influ?ncia do lugar
permitem avan?ar no enfrentamento dos desafios relacionados ? ambientaliza??o do curr?culo.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/8085 |
| Date | 17 April 2018 |
| Creators | Frizzo, Ta?s Cristine Ernst |
| Contributors | Carvalho, Isabel Cristina de Moura, De La Fare, M?nica |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o, PUCRS, Brasil, Escola de Humanidades |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -8451285793228477937, 500, 500, 500, 600, -6557531471218110192, -240345818910352367, 2075167498588264571 |
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