Educação para o desenvolvimento sustentável no ensino médio: análise da base nacional comum curricular

• Ano de defesa: 2019
• Autor(a) principal: Krebsbach, Geraldo Maria
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Positivo; Brasil; Pós-Graduação; Programa de Pós-Graduação em Gestão Ambiental; UP
• Palavras-chave em Português: Gestão ambiental; Desenvolvimento sustentável; Sustentabilidade; Exame Nacional do Ensino Médio (Brasil); Professores - Formação; Gestão educacional; CNPQ::CIENCIAS BIOLOGICAS; CNPQ::ENGENHARIAS::ENGENHARIA SANITARIA
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/1847

It is high time for education to help support the preservation of critical resources mankind needs to thrive. To live, grow and develop, humanity has always depended on the planet. However, since the end of the last century, a new way of life has driven natural assets to exhaustion. The accelerated urbanization, the demographic explosion and the economic development model have been pointed out as responsible for an increasing degradation of nature, intensified in the last decades, which suggests the need for urgent measures to not exhaust it. This was the reason why the United Nations Educational, Scientific and Cultural Organization (UNESCO) proposed, through goal 4.7 of the Sustainable Development Goals (SDG), Education for Sustainable Development (EDS). In Brazil, the instrument created by federal legislation that contributes to the EDS implementation process is the National Common Curricular Base (BNCC), already in force for Elementary Education and which, for High School (EM), had the approval published in Diário Oficial da União on December 18, 2018. The present work used bibliographic and documentary analysis as a method, in order to diagnose the BNCC of the EM as to its affinity with Brazilian educational policies and the ESD, especially in the context of the EM and its consonance with UNESCO precepts. The analysis of the BNCC of the EM pointed out, in the actions that this document proposes, contradictions with the objectives of the EDS and declared by the MEC document itself. The analysis of questions from the National High School Examination (ENEM) highlighted these mistakes. Among the propositions we highlight, teacher training programs, adaptation of the school infrastructure and curricular insertions in the area of Natural Sciences, which contemplate the current problems related to Sustainability, so that the EDS becomes feasible in practice and not only in paper. In this way, it is hoped that the results of this research can help teachers and educational managers when implementing the BNCC for EM.