Escola sustentável: estratégias de implantação

• Ano de defesa: 2022
• Autor(a) principal: Berres, Gabriela Weimer
• Orientador(a): Reginatto, Cleomar
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade de Passo Fundo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Engenharia Civil e Ambiental
• Departamento: Faculdade de Engenharia e Arquitetura – FEAR
• País: Brasil
• Palavras-chave em Português: Educação ambiental; Desenvolvimento sustentável; Escolas - Estrutura
• Área do conhecimento CNPq: ENGENHARIAS::ENGENHARIA CIVIL
• Link de acesso: http://tede.upf.br:8080/jspui/handle/tede/2332

Having an adequate school infrastructure, in which its users can understand and experience sustainable aspects, is essential for environmental education to be carried out and taken to other spaces outside the school environment. Environmental education can also be considered a facilitating means for achieving the Sustainable Development Goals (SDGs). It is also fundamental for the formation of future citizens capable of transforming the place where they live, with the school being the link between the scientific knowledge produced in universities and the school community. The insertion of sustainable practices in the daily life of the population is still a challenge to be considered by the academic community. Therefore, the objective of this work was to develop sustainable strategies for the infrastructure of the Municipal School of Elementary Education São Pedro, in the city of Giruá, combined with the knowledge of environmental education. The evaluation of the infrastructure of the place was carried out through the APO analysis methodology, through the walkthrough methods, project parameters, focus groups and the evaluation of the students of the 4th and 5th year, using the methodology of questionnaires. After analyzing the infrastructure, it was possible to identify the points of need and improvements were proposed in projects related to lighting, natural ventilation, reuse of rainwater, composting area and energy use of solar energy. Through the questionnaires it was possible to initially identify the little knowledge of the students in themes that permeate sustainability. After the insertion of sustainable practices in the school, such as a compact composting system, as well as lectures and activities with the classes on topics of energy, water and solid waste, it was possible to evidence in the answers of the second questionnaire a great evolution of the classes in relation to the knowledge about sustainability. Thus, through this work, the sustainable vision of infrastructure and the practice of sustainability in the classroom were united.