Educação para a sustentabilidade em escolas públicas localizadas em áreas de vulnerabilidade socioambiental

Abstract

Education for Sustainable Development is a possible way to make education more relevant to social development and to addressing the environmental and economic challenges facing the actual world and in the future. This study aimed to develop a proposal for the inclusion of Education for Sustainability in schools located in areas with socio-environmental vulnerability to contributing to the reduction of local socio-environmental problems. The research was developed in a qualitative and quantitative approach. The methodological procedures involved the use of a questionnaire containing open and closed questions related to the topic. The open questions were analyzed through the technique of Analysis of Units of Significance, which is based on content analysis. In order to identify the main difficulties encountered in addressing the issue in the classroom, the adoption of Participatory Action Research was used in a qualitative and quantitative approach. The results showed that most teachers are concerned about inserting proposals focused on ESD in the development of content and seek to understand the relationship between content delivered in class with sustainability. On the other hand, it also showed that one of the main obstacles to this approach is the scarce or absent approach of the subject in the teaching materials used by these teachers, considering that many teachers limit the insertion of the approach in ESD to the occurrence of the subject in the materials used in the classroom. So, we reflected that the need for actions that promote the association between the discourse and the action of sustainability with the pedagogical knowledge, in the teaching practice only can be achieved through the initial and continuous formation of teachers.