scholarly journals Políticas públicas atuais no Brasil: o silêncio da educação ambientalCurrent public policies in Brazil: the silence of environmental educationPolíticas públicas actuales en Brasil: el silencio de la educación ambiental

2018 ◽  
pp. 115-127
Author(s):  
Taís Cristine Ernst Frizzo ◽  
Isabel Cristina de Moura Carvalho
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Educational Policy ◽  
Public Policies ◽  
Environmental Discourse ◽  
Education Policies ◽  
National Education ◽  
Common Base ◽  
Global Environmental ◽  
Education Plan

Nosso objetivo foi analisar a construção de políticas de educação ambiental, que desde o final dos anos1980 viveu uma expansão na categoria de objeto contemplado por diversas políticas públicas, mas que tem sido preterida pelas políticas de educação nos últimos anos. O argumento apresentado mostra a exclusão da educação ambiental dos principais documentos que embasam e regulam as escolas no momento atual. Realizamos uma análise do Plano Nacional de Educação e da Base Nacional Comum Curricular. Os resultados mostraram o silenciamento da educação ambiental nessas que são as principais peças legais das políticas educacionais dos anos recentes. Concluímos, concordando com outros autores, que essas políticas elegeram conceitos do discurso ambiental global como desenvolvimento sustentável, em detrimento da noção de educação ambiental. The objective was to analyze the construction of policies of environmental education. In the late 1980s the theme has experienced an expansion in the category of object contemplated by several public policies, but has been neglected by education policies in recent years. The argument presented shows the exclusion of environmental education from the main documents that regulate schools at the present time. We conducted an analysis of the National Education Plan and the National Curricular Common Base. The results showed the silencing of environmental education in these, which are the main educational policy laws in recent years. We conclude, in agreement with other authors, that these policies elected concepts of global environmental discourse as sustainable development to the detriment of the notion of environmental education. Nuestro objetivo fue analizar la construcción de políticas de educación ambiental, que ha sido preterida por las políticas de educación en Brasil en los últimos años. El argumento presentado muestra la exclusión de la educación ambiental de los principales documentos que regulan las escuelas en el momento actual. Realizamos un análisis del Plan Nacional de Educación y de la Base Nacional Común Curricular. Los resultados mostraron el silenciamiento de la educación ambiental en los principales instrumentos legales de las políticas educativas hoy. Concluimos, concordando con otros autores, que esas políticas eligieron conceptos del discurso ambiental global como desarrollo sostenible, en detrimento de la noción de educación ambiental.

scholarly journals POLÍTICAS DE FORMAÇÃO DOCENTE À LUZ DO PLANO NACIONAL DE EDUCAÇÃO: ENTRE CONQUISTAS E DESAFIOS

2018 ◽  
Vol 15 (3) ◽  
pp. 106-122
Author(s):  
Camila de Fátima Soares dos Santos ◽  
Edite Maria Sudbrack
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Public Education ◽  
Educational Policy ◽  
Economic Crisis ◽  
Education Policies ◽  
National Education ◽  
Training Policy ◽  
Education Plan

This article emerges from a research that aims to reflect and understand the limits and contributions of the National Education Plan 2014-2024, in the process of producing teacher education policies. The research is qualitative in nature, with bibliographical and documentary focus. It presents an analysis of an educational policy for planning: National Education Plan (2014-2024) and legal acts sanctioned after its promulgation, Resolution 2 of July 1, 2015 and Decree 8,752 of May 9 of 2016; so as a method of analysis we opted for the content analysis proposed by Bardin (1977). The PNE envisaged new paths, fueling hope for the implementation of a training policy, aiming at a quality public education. The analysis of the documents made it possible to know the directives of teacher education policies, broadening the debate and understanding of the achievements and challenges that are presented in relation to the current political and economic crisis context.

A Cartography of Environmental Education

2019 ◽  
pp. 950-971
Author(s):  
Amy Cutter-McKenzie-Knowles ◽  
Marianne Logan ◽  
Ferdousi Khatun ◽  
Karen Malone
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Environmental Education ◽  
Case Studies ◽  
Historical Overview ◽  
Environmental Consciousness ◽  
Education Policies ◽  
Sustainable Practices ◽  
Education Initiatives

This chapter presents a historical and policy cartography of environmental education. It begins with a brief historical overview of significant environmental education initiatives, focusing on how they became part of a highly political and intergovernmental agenda and how the concept of sustainable development has infiltrated the field of environmental education. It then considers the neoliberal relationship between environmental education and sustainable development before providing a cartography of environmental education policies and an analysis of ‘currents’ (the complex and evolving perspectives and pedagogies) in the field. Two case studies of environmental education are discussed, namely, the Climate Change + Me project in Australia and the story of a teacher named Rose in Bangladesh who inspired environmental consciousness and sustainable practices amongst her students.

scholarly journals DIMENSIONS OF PUBLIC ENVIRONMENTAL EDUCATION POLICIES: THE NECESSARY INCLUSION OF EVERYDAY POLITICS

2018 ◽  
Vol 21 (0) ◽  
Author(s):  
SEMÍRAMIS BIASOLI ◽  
MARCOS SORRENTINO
Keyword(s):  
Public Policy ◽  
Environmental Education ◽  
Public Policies ◽  
Three Dimensions ◽  
Fourth Dimension ◽  
Social Forces ◽  
Education Policies ◽  
Education Needs ◽  
Everyday Politics

Abstract Environmental education needs to be molded as a structuring public policy, in addition to specific projects and programs in order to gain effectiveness in combating the socio-environmental and civilizational crisis. This demands the unveiling of the concept of public policies, which is the purpose of this study. The concept of multi-center public policies, as a result of government and other social players’ action, is used here. The results in the literature establish the need for three dimensions involved in the cycle of public policies presented by Frey: policy, polity and politics and, in this study, the essentiality of a fourth dimension is considered: that of everyday politics, which is related to instituting social forces and their importance in the construction of public policies intended to be participatory.

Educational Policy and Development

2019 ◽  
Author(s):  
Manisha Priyam
Keyword(s):  
Economic Growth ◽  
Educational Policy ◽  
Third World ◽  
Structural Features ◽  
Capabilities Approach ◽  
Education Policies ◽  
National Education ◽  
The Third World ◽  
Development Paradigm ◽  
Second World

There exists today a critical discourse on educational policy, as it has evolved alongside dominant notions of development and its critique. This dominant notion of development emerged following the Second World War. At that time, the global order was characterized by a cold war, with its bipolar division of a “First World” and a “Second World,” based on ideological grounds. There emerged simultaneously, a conglomerate of countries referred to as the “Third World,” sharing a common colonial past, located mostly in Asia, Africa, and Latin America, and viewed to be in need of development. Underdevelopment in these countries was a construct—understood as descriptive structural features of poverty, illiteracy, traditional orientation, among others. Economic growth and modernization were the prescribed measures for development—as if the “Third World” would progress by following the structural features of more “evolved” Western countries. Education was an important tool in this project, responsible for creating the appropriate civic attitudes both for modernization and for stimulating economic growth. The human capital theory was an economic variant of the ideas of modernization—it underscored the notion that investments in education were akin to physical capital; these would yield future benefits to society. There was an abundant desire amongst the political elites of these newly independent countries to provide for mass education as a way of liberation and progress. National education policies, and systems to implement them, were set up incorporating these ideas. Leading international organizations—such as the United Nations Educational, Scientific, and Cultural Organization (UNESCO), UN Development Programme (UNDP), later the World Bank, and now the Organization for Economic Co-operation and Development (OECD), helped translate these ideas into policy choices and influence agenda setting for educational policy. By the 1990s, there was abundant critique of modernization as development and of national systems of education as systems of power bereft of normative ideas about the intrinsic value of education. This gap was filled by the capabilities approach enunciated by Amartya Sen and Martha Nussbaum. The capabilities approach argues that the ends of development are not simply economic growth, but the expansion of opportunities and substantive freedoms. Education is intrinsic to the development of capabilities and for substantive freedoms. Since the 1990s, the capabilities approach and the human development paradigm have been guiding influences in development policy and education. Education policies influenced by the human development paradigm recognize the complex challenges poor people face and do not advance a fixed template of policy prescriptions in the name of development. Following the Education For All conference in 1990 and, a decade later, the adoption of Millennium Development Goals in 2000, there have been significant efforts, on a global scale, toward converging the educational policy ideas and actions of international agencies and national governments. Simultaneously, the expansion of globalization on an unprecedented scale now influences education policy in unanticipated ways, as the nation-state declines in importance. In an era of global governance, transnational policies on education that emphasize learning achievements, benchmarking, and testing are gaining currency. National education systems may no longer matter. Globalization, especially its alliance with neo-liberalism, also finds strong criticism from social movements and from scholars who question development, argue in favor of post-development, and call for respect and recognition of diversity of competing epistemes of learning.

scholarly journals The political initiative of Taiwan’s education for sustainable development: Looking through the lens of Chinese legalism

2021 ◽  
pp. 147821032199565
Author(s):  
Ying-Syuan Huang ◽  
Anila Asghar
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Environmental Sustainability ◽  
Teaching And Learning ◽  
National Policy ◽  
Education For Sustainable Development ◽  
Policy Framework ◽  
Education Policies ◽  
Education Act ◽  
Environmental Education Policy

This article examines the development of Taiwan’s Environmental Education Act and how Education for Sustainable Development was mainstreamed into the national policy framework within the country. The goal is to understand the policy tools and governing strategies that were used by the Taiwan government to develop and implement a nationwide environmental education policy for integrating environmental sustainability into all areas and levels of teaching and learning. Official documents related to national plans for ESD and environmental education policies were analyzed and examined. In particular, Chinese Legalism was used as a lens to interpret the government’s philosophy, assumptions, unspoken norms, legislative practices, and deliberate strategies. Several principles and techniques proposed by Chinese Legalists were used to examine the negotiation and formulation of Taiwan’s Environmental Education Act. This analysis contributes to our understanding of the ways in which UNESCO’s framework of ESD can be transferred into a national policy. A discussion of the Chinese Legalist philosophy also offers a cultural frame of reference to think about ESD politics and governance in other East Asian contexts.

scholarly journals Local and global environmental education: public policies and participation in Fernando de Noronha

2020 ◽  
pp. 49-61
Author(s):  
Vivian Battaini ◽  
Marcos Sorrentino
Keyword(s):  
Environmental Education ◽  
Participant Observation ◽  
Public Policies ◽  
Structured Interviews ◽  
Global Environmental ◽  
Fernando De Noronha ◽  
Sustainable Societies ◽  
Definition Of ◽  
The University

This article seeks to analyse factors that may foster, hinder or increase environmental social participation and environmental education (EE) on the Island of Fernando de Noronha - Pernambuco / Brazil. The role of public policies in fostering a culture of democratic procedures aimed for building sustainable societies is another aim in this study. The relationships between research and experimentation in EE are the basis for this analysis. A survey provided a better understanding of the local reality and offered opportunities for the dialogues maturation focused on the definition of principles and initiatives that can contribute to the cycle of public policies formulation and implementation for EE.  This was a qualitative research-intervention carried out with a conservationist institution, which operates in the field of EE. It dialogues with ethnographic research in the field of education and used as techniques of data collection: analysis of official documents, participant observation, music and semi-structured interviews.  The analysis of the fieldwork were enhanced by other experiences of the Laboratory of Education and Environmental Policy (Oca) of the University of São Paulo and showed the need for public policies able to provide a permanent, continuous and articulated EE with the population of each territorial group. It also indicates some possible ways for that betting on the centrality of dialogical participation which articulates initiatives through an interinstitutional pedagogical political project.

scholarly journals Percepciones ambientales de los jóvenes universitarios: estudio comparado entre UNESPAR, Brasil y la Universidad de Holguín, Cuba

2017 ◽  
Vol 34 (2) ◽  
pp. 296-317
Author(s):  
Olga Alicia Gallardo Milanés ◽  
Cristina Satiê de Olivera Pátaro ◽  
Frank Antonio Mezzomo
Keyword(s):  
Sustainable Development ◽  
Comparative Analysis ◽  
Environmental Education ◽  
University Students ◽  
Appreciative Inquiry ◽  
Global Environmental Problems ◽  
Global Environmental ◽  
The World ◽  
Inquiry Method ◽  
The University

El artículo aborda las percepciones sobre medioambiente y desarrollo sustentable de los jóvenes universitarios de UNESPAR, Brasil y UHO, Cuba, con el objetivo de comprender sus apreciaciones, analizarlas a partir de la diversidad de criterios y juicios para valorar la contribución de los mismos a la sustentabilidad. Se aplicó el método de Indagación Apreciativa, y se efectuó un análisis comparativo entre las dos universidades. El estudio develó que los estudiantes participan poco en actividades ecológico-ambientales a pesar de reconocer la importancia del medioambiente y poseer un juicio crítico al respecto. Muestran saber los problemas ambientales globales y locales, sin embargo algunos de ellos no revelaron una clara percepción sobre la condición ecosistémica y compleja del mundo. Ante los datos analizados, se comprende la importancia de la educación ambiental ocupar un papel más protagónico en la formación universitaria. The article deals with the perceptions about the environment and sustainable development of university students from UNESPAR, Brazil and UHO, Cuba. It aims at understanding their appreciations, analyzing them based on the diversity of criteria and judgments to assess their contribution to the sustainability. The Appreciative Inquiry method was conducted, and a comparative analysis between two Universities was carried out. The study revealed that the students has few participation in ecological-environmental activities, despite recognizing the importance of the environment and having a critical judgment about that. They show to know the global environmental problems and local, however, some of them did not reveal a clear perception about the ecosystemic and complex condition of the world. In face of analyzed data, it is highlighted the relevance of environmental education in the university formation. O artigo aborda as percepções sobre meio ambiente e desenvolvimento sustentável de estudantes universitários da UNESPAR, Brasil e da UHO, Cuba, com o objetivo de compreender suas percepções, analisá-las a partir da diversidade de opiniões e julgamentos, avaliando as implicações para a sustentabilidade. Foi aplicado o método de Investigação Apreciativa, realizando-se, ainda, uma análise comparativa entre as duas universidades. O estudo revelou que os estudantes pouco participam de atividades ambientais-ecológicas, embora reconheçam a importância do meio ambiente e tenham uma apreciação crítica a este respeito. Demonstram saber dos problemas ambientais globais e locais, não obstante alguns deles não revelam uma clara percepção sobre a condição ecossistêmica e complexa do mundo. Diante dos dados analisados, compreende-se a importância de que a educação ambiental assuma um papel mais central na formação universitária.

scholarly journals Education

2021 ◽  
pp. 63-77
Author(s):  
Tuija Veintie ◽  
Johanna Hohenthal
Keyword(s):  
Sustainable Development ◽  
Welfare State ◽  
Sustainable Development Goals ◽  
Education Policies ◽  
National State ◽  
National Education ◽  
European Welfare State ◽  
Northern European ◽  
High Consumption ◽  
Development Goals

This chapter illustrates the transformative role that national education policies can play in working toward Sustainable Development Goals. Offering comparative examples from the ‘pluri-national state’ of Ecuador and the ‘Northern European welfare state’ of Finland, it highlights the potential of teaching languages, integrative thinking practices, and cultural alternatives to high-consumption lifestyles.

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