A perspectiva sobre a sustentabilidade em documentos do Ministério da Educação e do Ministério do Meio Ambiente e as possíveis aplicações no contexto escolar do semiárido nordestino

Abstract

Education for Sustainable Development (ESD) is a topic that has been spreading more and more due to the current planetary demands. It is necessary, then, to follow how this process is taking place in Brazil, in general and in specific places. It is also crucial to see how teachers are involved or not in this trend. That said, this work aimed to outline the ESD scenario in basic education, based on research in official documents / materials and with teachers, looking back to the semi-arid region of Brazil. At first, nine documents of the Ministry of Education (MEC) of Brazil were analyzed, regarding the approach to the term sustainable development (SD), making a cut in documents related to science teaching. Continuing the research, it was the time to evaluate twelve publications, referring to sustainability, of the MEC and / or the Ministry of Environment (MMA), in the light of the Sustainable Development Objectives (SDG), and to classify their possible use in schools of the semiarid. Restricting the work, it was necessary to move the research to the teaching field and measure the knowledge and conception of teachers about ESD, its relation with its context, evaluating how these professionals subsidize their teaching actions within this field. Finally, in view of the results of the previous research with the teachers, a continuous training action was developed with the purpose of proposing the participatory construction of a sustainable development agenda in the light of the SDOs. With the implementation of all these objectives, it has become urgent to discuss a restructuring in the MEC documents, in accordance with international demands, preventing the national guidelines from becoming obsolete. In relation to the publications of the MEC and / or MMA, these may serve as a basis for drawing up strategies for coexistence with the semi-arid region in parts, and it is therefore suggested that there be regionalised publications. It turned out that teachers work SD in a fragmented way and even do not know the term ESD itself and that they are also not encouraged to articulate to look for public materials that have been produced in line with SD policy. Regarding the training process, it was evaluated that the SDG have the ability to fully guide the requirements for sustainability and points to the urgency of having, not only, complementary training, but knowledge about these programmed objectives in regular education, in a more purposeful and structuring way, through educational policies.