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A Escola é o campo privilegiado no combate aos problemas complexos dos tempos que
vivemos, como preparar as crianças e jovens para uma sociedade que será certamente
muito diferente e cujos empregos ainda não se conhecem. As questões ambientais e de
cidadania são um exemplo desses problemas que a publicação de documentos como o
Referencial de Educação Ambiental para a Sustentabilidade pretendeu corresponder.
À escola exige-se flexibilidade e criatividade para contribuir para o desenvolvimento
holístico das crianças e jovens, cidadãos mais informados, com maior capacidade de
intervenção na resolução de problemas numa perspetiva de desenvolvimento sustentável,
que a publicação do Decreto-Lei n.º 55/2018 de 6 de julho pretendeu almejar,
concedendo-lhe um “maior grau” de autonomia.
Volvidos que estão cinco anos, apesar da Pandemia, impõe-se analisar a concretização
dessas orientações nos contextos escolares, verificar as alterações produzidas e como se
refletem no sucesso escolar dos alunos e no desenvolvimento das competências previstas
no Perfil dos Alunos à Saída da Escolaridade Obrigatória.
A presente investigação pretende compreender como as orientações da política educativa
nacional relativas à Educação Ambiental (EA) e à Educação para o Desenvolvimento
Sustentável (EDS) têm sido implementadas nas escolas do ensino básico nomeadamente
através dos programas/projetos no âmbito do Programa Eco-Escolas. Procura-se ainda
compreender como a implementação da Autonomia e Flexibilidade Curricular (AFC)
influencia esse discurso e as práticas de EA e de EDS. De forma a concretizar estes
propósitos, feita a pesquisa bibliográfica, esclarecendo os conceitos utilizados e
caracterizando a situação atual, procurou-se analisar o discurso e as práticas de EA e EDS
e identificar fatores facilitadores ou constrangedores introduzidos pela AFC no seu
desenvolvimento, na perspetiva de professores coordenadores do Programa.
A metodologia adotada foi, essencialmente, de natureza qualitativa, recorreu a
questionários que incluíam questões abertas aplicados a uma amostra de professores
coordenadores do Programa Eco-Escolas da zona norte e à análise de conteúdo de dois
dos documentos de referência para o ensino básico.
Os resultados desta investigação revelam que o discurso oficial atribui à EA e à EDS um
contributo imprescindível para a formação das crianças e jovens e para o DS nos seus
pilares ambiental, social e económico e a AFC, que permitindo às escolas gerir o currículo
de forma flexível e contextualizada, poderá proporcionar a integração da EA e a EDS nos
seus projetos curriculares, através de uma abordagem transversal e de carácter
interdisciplinar. Porém, tal exige que seja melhorada a informação, a formação e mesmo
de qualificação dos professores, que foi apontada pelos mesmos como uma limitação
importante para o desenvolvimento de projetos, e que sejam dotadas as escolas de
recursos adequados para a verdadeira implementação da AFC.
School is the privileged field in the fight against the complex problems of our times, such as preparing children and young people for a society that will certainly be very different and whose future carrers are not yet known. Environmental and citizenship issues are an example of these problems that the publication of documents such as the Environmental Education for Sustainability Reference intended to correspond. School is required to be flexible, creative and should contribute to the holistic development of children and young people, more informed citizens, with greater capacity for intervention in problem-solving from a sustainable development perspective, which the publication of Decree-Law no. 55/2018 of July 6th intended to achieve, granting it a “higher degree” of autonomy. After five years, despite the Pandemic, it is necessary to analyze the implementation of these guidelines in school contexts, verify the changes produced and how they are reflected in the academic success of students and in the development of the competencies foreseen in the Profile of Students at the End of Compulsory Schooling. This research aims to understand how national educational policy guidelines regarding Environmental Education (EE) and Education for Sustainable Development (ESD) have been implemented in basic education schools, namely through programs/projects within the scope of the Eco-Schools Program. It also seeks to understand how the implementation of Curricular Autonomy and Flexibility (CAF) influences this discourse and EE and ESD practices. In order to achieve these purposes, a bibliographic search was carried out, clarifying the concepts used and characterizing the current situation, seeking to analyze EE and ESD discourse and practices and identify facilitating or constraining factors introduced by CAF in their development, from the perspective of Program coordinators teachers. The methodology adopted was essentially qualitative, using questionnaires that included open-ended questions applied to a sample of Eco-Schools Program coordinator teachers from the northern zone and content analysis of two reference documents for basic education. The results of this research reveal that official discourse attributes an essential contribution to EE and ESD for the formation of children and young people and for SD in its environmental, social, and economic pillars. CAF, allowing schools to manage the curriculum flexibly and contextually, may provide for the integration of EE and ESD into their curricular projects through a transversal and interdisciplinary approach. However, this requires improving information, training, and even teachers qualifications, which was pointed out by them as an important limitation for project development, and providing schools with adequate resources for true CAF implementation.
School is the privileged field in the fight against the complex problems of our times, such as preparing children and young people for a society that will certainly be very different and whose future carrers are not yet known. Environmental and citizenship issues are an example of these problems that the publication of documents such as the Environmental Education for Sustainability Reference intended to correspond. School is required to be flexible, creative and should contribute to the holistic development of children and young people, more informed citizens, with greater capacity for intervention in problem-solving from a sustainable development perspective, which the publication of Decree-Law no. 55/2018 of July 6th intended to achieve, granting it a “higher degree” of autonomy. After five years, despite the Pandemic, it is necessary to analyze the implementation of these guidelines in school contexts, verify the changes produced and how they are reflected in the academic success of students and in the development of the competencies foreseen in the Profile of Students at the End of Compulsory Schooling. This research aims to understand how national educational policy guidelines regarding Environmental Education (EE) and Education for Sustainable Development (ESD) have been implemented in basic education schools, namely through programs/projects within the scope of the Eco-Schools Program. It also seeks to understand how the implementation of Curricular Autonomy and Flexibility (CAF) influences this discourse and EE and ESD practices. In order to achieve these purposes, a bibliographic search was carried out, clarifying the concepts used and characterizing the current situation, seeking to analyze EE and ESD discourse and practices and identify facilitating or constraining factors introduced by CAF in their development, from the perspective of Program coordinators teachers. The methodology adopted was essentially qualitative, using questionnaires that included open-ended questions applied to a sample of Eco-Schools Program coordinator teachers from the northern zone and content analysis of two reference documents for basic education. The results of this research reveal that official discourse attributes an essential contribution to EE and ESD for the formation of children and young people and for SD in its environmental, social, and economic pillars. CAF, allowing schools to manage the curriculum flexibly and contextually, may provide for the integration of EE and ESD into their curricular projects through a transversal and interdisciplinary approach. However, this requires improving information, training, and even teachers qualifications, which was pointed out by them as an important limitation for project development, and providing schools with adequate resources for true CAF implementation.
Descrição
Palavras-chave
Autonomia Cidadania Educação ambiental Educação para o desenvolvimento sustentável Flexibilidade curricular