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Educação para o desenvolvimento sustentável: impactos do programa Eco-Escolas na conscientização ambiental numa escola portuguesa: um estudo de caso
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Abstract(s)
Nesta tese, proponho-me a investigar os impactos do programa Eco-Escolas na
consciência ambiental da comunidade escolar, a partir de um caso real, que foi realizado
na Escola Básica Comendador Ângelo Azevedo. A unidade escolhida faz parte do
Agrupamento de Escolas Dr. Ferreira da Silva, geograficamente localizada na Vila de
Cucujães, freguesia do município de Oliveira de Azeméis, no Norte de Portugal. O
programa Eco-Escola é baseado numa metodologia de 7 passos, que permitem o
aprendizado experimental com projetos focados em ações positivas e sustentáveis, e de
conteúdo associado. O nosso trabalho assume uma abordagem quanti-qualitativa, onde
foram realizadas pesquisas bibliográficas, documentais e de campo, a partir do estudo de
um caso simples. Do ponto de vista da pesquisa bibliográfica, é dada especial atenção a
linhas de pensamento como a de Pedro Jacobi e às ideias de Paulo Freire, que contemplam
o poder da educação para transformar a sociedade, especialmente a educação escolar
formal, bem como seu papel na melhoria das condições de vida. A fim de mapear o
programa Eco-Escolas, os documentos utilizados foram fornecidos pela Associação
Bandeira Azul, que é a Instituição responsável pelo Programa Eco-Escolas em Portugal,
além de alguns planos de ações fornecidos pela direção da Escola. Os questionários
utilizados na pesquisa tinham como objetivo a verificação da consciência ambiental nas
dimensões afetiva, cognitiva, dispositiva e conativa, a partir de uma perspectiva analítica,
onde segundo Sánchez & Lafonte, 2010 um indivíduo ecologicamente consciente é
aquele que cujo comportamento abrange uma variedade de ações pró-ambientais. Foram
entrevistados 216 indivíduos, dos quais 118 alunos, 11 funcionários, 29 professores e 58
pais/responsáveis. Também foi utilizada a técnica de Grupos Focais (Bryman, 2016;
Carey & Asbury, 2016; Hennink, 2014), cujas perceções, dentre outras, destacamos a
verificação da pedagogia Freirena inserida dentro da metodologia abordada pelo
Programa. O resultado da pesquisa conclui que nas quatro dimensões da consciência
ambiental verificadas (afetiva, cognitiva, dispositiva e ativa) o Programa Eco-Escolas
gera um impacto significativo, pois as dimensões da consciência ambiental foram
validadas por meio de uma análise exploratória de factores onde foram obtidas variações
médias acima de 50%, bem como os valores Alfa de Cronbach acima de 70%, o que torna
o instrumento de medição e avaliação do programa Eco-Escolas válido e confiável.
In this thesis I propose to investigate the impacts of the Eco-Schools program on the environmental awareness of the school community, from a real case, which was carried out in the Elementary School Comendador Ângelo Azevedo. The chosen unit is part of the School Grouping Dr. Ferreira da Silva, geographically located in Vila de Cucujães, a parish in the municipality of Oliveira de Azeméis, in the North of Portugal. The Eco School program is based on a 7-step methodology, which allows experiential learning with projects focused on positive and sustainable actions, and their associated content. Our work takes a quanti-qualitative approach, where bibliographic, documentary and field research were carried out, based on a simple case study. From the bibliographical research point of view, special attention is given to lines of thought such as Pedro Jacobi's and Paulo Freire's ideas, which contemplate the power of education to transform society, especially formal school education, as well as its role in improving living conditions. In order to map the Eco-Schools program, the documents used were provided by the Blue Flag Association, which is the Institution responsible for the Eco-Schools Program in Portugal, in addition to some action plans provided by the school management. The questionnaires used in the research aimed to verify environmental awareness in the affective, cognitive, dispositional and affective dimensions, from an analytical perspective, where according to Sánchez & Lafonte, 2010 an ecologically aware individual is one whose behavior encompasses a variety of pro-environmental actions. A total of 216 individuals were interviewed, including 118 teachers, 11 students, 29 teachers, and 58 parents/guardians. The Focus Group technique was also used (Bryman, 2016; Carey & Asbury, 2016; Hennink, 2014), whose insights, among others, we highlight the verification of the Freirena pedagogy inserted within the methodology addressed by the Program. The result of the research concludes that in the four dimensions of environmental awareness verified(affective, cognitive, dispositive and active) the Eco-School Program manages to generate a significant impact, because the dimensions of environmental awareness were validated through an exploratory factor analysis where mean variations above 50% were obtained, as well as Cronbach's Alpha values above 70%, which makes the instrument of measurement and evaluation of the Eco-School program valid and reliable.
In this thesis I propose to investigate the impacts of the Eco-Schools program on the environmental awareness of the school community, from a real case, which was carried out in the Elementary School Comendador Ângelo Azevedo. The chosen unit is part of the School Grouping Dr. Ferreira da Silva, geographically located in Vila de Cucujães, a parish in the municipality of Oliveira de Azeméis, in the North of Portugal. The Eco School program is based on a 7-step methodology, which allows experiential learning with projects focused on positive and sustainable actions, and their associated content. Our work takes a quanti-qualitative approach, where bibliographic, documentary and field research were carried out, based on a simple case study. From the bibliographical research point of view, special attention is given to lines of thought such as Pedro Jacobi's and Paulo Freire's ideas, which contemplate the power of education to transform society, especially formal school education, as well as its role in improving living conditions. In order to map the Eco-Schools program, the documents used were provided by the Blue Flag Association, which is the Institution responsible for the Eco-Schools Program in Portugal, in addition to some action plans provided by the school management. The questionnaires used in the research aimed to verify environmental awareness in the affective, cognitive, dispositional and affective dimensions, from an analytical perspective, where according to Sánchez & Lafonte, 2010 an ecologically aware individual is one whose behavior encompasses a variety of pro-environmental actions. A total of 216 individuals were interviewed, including 118 teachers, 11 students, 29 teachers, and 58 parents/guardians. The Focus Group technique was also used (Bryman, 2016; Carey & Asbury, 2016; Hennink, 2014), whose insights, among others, we highlight the verification of the Freirena pedagogy inserted within the methodology addressed by the Program. The result of the research concludes that in the four dimensions of environmental awareness verified(affective, cognitive, dispositive and active) the Eco-School Program manages to generate a significant impact, because the dimensions of environmental awareness were validated through an exploratory factor analysis where mean variations above 50% were obtained, as well as Cronbach's Alpha values above 70%, which makes the instrument of measurement and evaluation of the Eco-School program valid and reliable.
Description
Keywords
Desenvolvimento sustentável Eco-escolas Consciência ambiental Portugal