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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES
The aim of this research was to understand the relationship of schools and the place where they are inserted. The study investigated what factors can influence the environmentalization of schools' curriculum. An ethnographic approach was applied. The study was based on data collected in schools in Viam?o and Porto Alegre, in Brazil, which are located around conservation areas. The research identified that the main concern related to the environment in most schools were global issues, especially in regards to solid waste issues. In one of the schools analysed, it was identified a focus on the value of the school location and of the conservation area. Factors that influenced the environmentalization of the school?s curriculum were: the effects of public policy; the school documents; the presence of a conservation area next to the school and its relationship with the place; the agency of nonhuman actors and issues related to human actions and emotions, e.g. violence, the recognition of the nature and the concern with environment issues. The research also identified some elements that facilitated a connection between schools and the conservation areas, and other elements that, on the contrary, hampered or banned the access of students and educators in those areas. The factors that contributed to the relationship between schools and conservation areas were their geographic proximity; the efforts of managers and other staff in the conservation areas to promote environmental education in schools; the presence of educators and managers engaged with environmental issues, and the incentives of public policies addressing environmental education and sustainability. The challenges identified were related to the restricted number of staff in the conservation areas and to the limited financial resources available. Public policies can facilitate the relationship between schools and conservation areas however they can also make the process more difficult. Examples are the rules and orientations about the school curriculum, the rules for visitors in conservation areas and the historical conflicts related to the establishment of conservation areas in Brazil. Despite impositions and difficulties faced by schools, the creativity of the people and the influence of the place allow them to stand up to challenges related to the environmentalization of the curriculum.
O objetivo desta pesquisa foi compreender como a escola se relaciona com o lugar em que est? inserida, observando os fatores que podem influenciar a ambientaliza??o do curr?culo. Foi utilizada uma abordagem de inspira??o etnogr?fica, sendo estudadas escolas de Viam?o e de Porto Alegre, RS, localizadas no entorno de unidades de conserva??o. Observou-se que a maioria das escolas tinha como preocupa??o ambiental quest?es globais, principalmente no que se refere aos problemas associados aos res?duos s?lidos. Uma das escolas pesquisadas destacou-se pelo foco na valoriza??o do lugar e da unidade de conserva??o. Fatores como os efeitos de pol?ticas p?blicas; os documentos escolares; a presen?a de uma unidade de conserva??o pr?xima ? escola e as rela??es com o lugar; a ag?ncia de entidades n?o humanas e as quest?es oriundas das a??es e emo??es humanas, tais como a viol?ncia, a valoriza??o da natureza e a preocupa??o com a quest?o ambiental, estavam relacionados com a ambientaliza??o do curr?culo. Foram observados elementos que facilitavam a aproxima??o entre escolas e unidades de conserva??o e outros que, ao contr?rio, dificultavam ou impediam o acesso dos estudantes e dos professores nessas ?reas. Entre os fatores que contribu?ram nessa rela??o est?o a proximidade f?sica entre escolas e unidades de conserva??o; os investimentos dos gestores e funcion?rios das unidades de conserva??o na promo??o da educa??o ambiental nas escolas; a presen?a de professores e de gestores engajados com as quest?es ambientais e os incentivos das pol?ticas p?blicas para a educa??o ambiental e para a sustentabilidade. Entre os desafios observados est?o o n?mero reduzido de funcion?rios nas unidades de conserva??o e a pouca disponibilidade de recursos financeiros. As pol?ticas p?blicas podem facilitar a rela??o entre escolas e unidades de conserva??o, mas tamb?m podem dificultar esse processo. Exemplo disso s?o as normas e orienta??es sobre o curr?culo escolar, as regras para visitantes nas unidades de conserva??o e os conflitos hist?ricos relacionados ? implanta??o das unidades de conserva??o no Brasil. Apesar das imposi??es e dificuldades que chegam ?s escolas, a criatividade das pessoas e a influ?ncia do lugar permitem avan?ar no enfrentamento dos desafios relacionados ? ambientaliza??o do curr?culo.
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