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Authors
Abstract(s)
Desde a emergência mundial dos problemas ambientais, cuja sistematização conceptual e política
foi impulsionada pela Conferência de Estocolmo (1972), tem-se destacado o papel crucial da educação e
formação cidadã para uma ação proativa na sua defesa. No campo da Educação Ambiental (EA), as
Conferências de Belgrado (1975) e de Tbilissi (1977) contribuíram para abordagens socioambientais
holísticas e sistémicas. Neste percurso, na Cimeira da Terra (Rio 1992) propôs-se um programa de ação
(Agenda 21) que visou dinamizar sistemas de governança multinível participativa para a sustentabilidade.
Em Portugal, face à instabilidade das políticas públicas ambientais e educativas, as Organizações
Não Governamentais de Ambiente (ONGA) têm assegurado a continuidade da EA. Neste contexto,
sobressaem os contributos da Associação Bandeira Azul da Europa (ABAE) que, desde 1996, coordena um
programa internacional da FEE-Foundation for Environmental Education em Portugal: o Programa Eco Schools (PES). Na linha iniciada em Estocolmo e sedimentando-se nos princípios da Agenda 21 Local, o
PES visa fomentar pedagogias transdisciplinares e modelos participativos de gestão sustentável, numa
coordenação multinível centrada na capacitação das comunidades educativas e da população infantojuvenil.
Dada a relativa escassez de estudos que caracterizem e reflitam sobre o PES e sua rede portuguesa,
que atualmente abrange cerca de um quinto dos estabelecimentos escolares nacionais, esta investigação visa:
analisar o contexto policêntrico –(inter)nacional e europeu– da EA e do PES em particular (e.g., políticas
públicas educativas e ambientais); caracterizar a rede portuguesa (e.g, entidades e trajetórias no PES),
eventos (e.g., protagonistas, conteúdos) e qualificar as abordagens desenvolvidas (e.g., metodológicas,
pedagógicas e epistemológicas) em Portugal.
Seguiu-se uma estratégia metodológica mista, incidindo na análise de dados documentais e
quantitativos –públicos e/ou cedidos pela ABAE–, assim como trabalho de campo etnográfico –observação
participante e entrevistas semiestruturadas na sede da ABAE e em momentos significativos, como os seus
Seminários Nacionais.
Since the emergence of worldwide environmental problems, whose conceptual and political systematization was driven by the Stockholm Conference (1972), the crucial role of education and citizen training for its proactive defence has been highlighted. In the field of Environmental Education (EE), the Conferences of Belgrade (1975) and Tbilisi (1977) contributed to holistic and systemic socio-environmental approaches. In this path, at the Earth Summit (Rio 1992), an action programme (Agenda 21) was proposed that aimed to foster systems of participatory multilevel governance for sustainability. In Portugal, given the instability of public environmental and educational policies, Non Governmental Environment Organisations (ENGOs) have ensured the continuity of EE. In this context, the contributions of the European Blue Flag Association (ABAE) stand out, who, since 1996, has coordinated an international programme of the FEE-Foundation for Environmental Education in Portugal: The Eco Schools Programme (PES). In line with the approach started in Stockholm and based on the principles of Local Agenda 21, PES aims to promote transdisciplinary teaching and participative models of sustainable management, through multi-level coordination centred on the empowerment of the educational communities and of the child-youth population. Given the relative scarcity of studies that characterize and reflect on PES and its Portuguese network, which currently covers about a fifth of schools nationally, this research aims to: analyse the polycentric -(inter)national and European- context of EE and PES in particular (e.g., educational and environmental public policies); characterise the Portuguese network (e.g., entities and trajectories in PES), events (e.g., protagonists, contents) and qualify the approaches developed (e.g., methodological, pedagogical and epistemological) in Portugal. A mixed methodological strategy was followed, focusing on the analysis of documentary and quantitative data -public and/or provided by the ABAE-, as well as ethnographic fieldwork -participant observation and semi-structured interviews at the ABAE headquarters and in significant moments, such as its National Seminars.
Since the emergence of worldwide environmental problems, whose conceptual and political systematization was driven by the Stockholm Conference (1972), the crucial role of education and citizen training for its proactive defence has been highlighted. In the field of Environmental Education (EE), the Conferences of Belgrade (1975) and Tbilisi (1977) contributed to holistic and systemic socio-environmental approaches. In this path, at the Earth Summit (Rio 1992), an action programme (Agenda 21) was proposed that aimed to foster systems of participatory multilevel governance for sustainability. In Portugal, given the instability of public environmental and educational policies, Non Governmental Environment Organisations (ENGOs) have ensured the continuity of EE. In this context, the contributions of the European Blue Flag Association (ABAE) stand out, who, since 1996, has coordinated an international programme of the FEE-Foundation for Environmental Education in Portugal: The Eco Schools Programme (PES). In line with the approach started in Stockholm and based on the principles of Local Agenda 21, PES aims to promote transdisciplinary teaching and participative models of sustainable management, through multi-level coordination centred on the empowerment of the educational communities and of the child-youth population. Given the relative scarcity of studies that characterize and reflect on PES and its Portuguese network, which currently covers about a fifth of schools nationally, this research aims to: analyse the polycentric -(inter)national and European- context of EE and PES in particular (e.g., educational and environmental public policies); characterise the Portuguese network (e.g., entities and trajectories in PES), events (e.g., protagonists, contents) and qualify the approaches developed (e.g., methodological, pedagogical and epistemological) in Portugal. A mixed methodological strategy was followed, focusing on the analysis of documentary and quantitative data -public and/or provided by the ABAE-, as well as ethnographic fieldwork -participant observation and semi-structured interviews at the ABAE headquarters and in significant moments, such as its National Seminars.
Description
Keywords
Sociologia da educação Sociologia do ambiente Educação ambiental Desenvolvimento sustentável