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A sustentabilidade no currículo nacional e as práticas curriculares regionais: um estudo de caso do Município do Funchal
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Abstract(s)
A crise generalizada em que se encontra a humanidade, em parte autoinfligida,
ameaça colocar em risco a vida nas suas mais diversas expressões. Posicionamo-nos numa
perspetiva filosófica crítica, pragmatista e construtivista, contextualizada no pensamento
ocidental, e analisamos o papel da Educação para o Desenvolvimento Sustentável na
formação da sociedade portuguesa e, em particular na Região Autónoma da Madeira,
Funchal. Sendo a escolarização influenciada fortemente por políticas educativas
transnacionais, subjaz um discurso neoliberal e conservador, em paralelo com discursos
humanistas, o que conduz o sistema educativo a estabelecer como perfil de saída
indivíduos livres, possuidores de pensamento crítico e cidadãos ativos, ao mesmo tempo,
que se deseja uma sociedade composta por indivíduos cumpridores e submissos. Esta tese
analisa a relação entre o currículo nacional dos últimos 30 anos, o conceito de
“Desenvolvimento Sustentável” e as práticas que se desenrolam nas escolas de 3.º Ciclo do
Funchal, Região Autónoma da Madeira. Desta forma, analisam-se e interpretam-se os
discursos veiculados pelo currículo nacional, nos artefactos produzidos no contexto em
estudo, e através de entrevistas semiestruturadas a professores, posteriormente
transcritas, para compreendermos as eventuais reinterpretações do currículo nacional a
nível local. O trabalho de interpretação concretizado identificou no currículo uma
perspetiva de sustentabilidade focada na manutenção das estruturas sociais e económicas
e, portanto, na manutenção da degradação ambiental. Também permitiu identificar
convergências e divergências entre comunidades escolares e o currículo nacional, neste
domínio, pelo que potencialmente julgamos poder contribuir com informação relevante
para melhorar a prática curricular nacional e regional.
The generalized crisis in which humanity is immersed in, partly self-inflicted, threatens the environment and the propagation of the species that compose it. We position ourselves in a pragmatic and constructivist philosophical perspective, embedded in Western thought, to analyze the role of Education for Sustainable Development in shaping Portuguese society for more sustainable lives. Schooling is a result of transnational educational policies, so it pursues the neoliberal and conservative discourse, such as the principles of modernity and postmodernity. The educational system establishes a type of paradoxical instruction, promoting self-regulated and free individuals, while at the same time seeking a society composed of efficient, compliant and submissive citizens. This thesis analyzes the relationship between the national curriculum of the last 30 years, sustainability and the practices that take place in the 3rd Cycle schools of Funchal, in Autonomous Region of Madeira. The discourses presented by the national curriculum, the artifacts produced in the schools under study and semi-structured transcribed interviews with teachers are analyzed and interpreted, to understand the influence of the national curriculum at the local level. Methodologically, we’ve selected a paradigm that articulates qualitative and quantitative data obtained through the technique of content analysis, and expressed in the form of a case study, centered in the school communities of Funchal. The findings’ interpretation pointed out in the curriculum several sustainability themes and strategies for their learning. It has also allowed the identification of convergences and divergences between school communities and the national curriculum in this field, thus contributing with information relevant to curricular practice.
The generalized crisis in which humanity is immersed in, partly self-inflicted, threatens the environment and the propagation of the species that compose it. We position ourselves in a pragmatic and constructivist philosophical perspective, embedded in Western thought, to analyze the role of Education for Sustainable Development in shaping Portuguese society for more sustainable lives. Schooling is a result of transnational educational policies, so it pursues the neoliberal and conservative discourse, such as the principles of modernity and postmodernity. The educational system establishes a type of paradoxical instruction, promoting self-regulated and free individuals, while at the same time seeking a society composed of efficient, compliant and submissive citizens. This thesis analyzes the relationship between the national curriculum of the last 30 years, sustainability and the practices that take place in the 3rd Cycle schools of Funchal, in Autonomous Region of Madeira. The discourses presented by the national curriculum, the artifacts produced in the schools under study and semi-structured transcribed interviews with teachers are analyzed and interpreted, to understand the influence of the national curriculum at the local level. Methodologically, we’ve selected a paradigm that articulates qualitative and quantitative data obtained through the technique of content analysis, and expressed in the form of a case study, centered in the school communities of Funchal. The findings’ interpretation pointed out in the curriculum several sustainability themes and strategies for their learning. It has also allowed the identification of convergences and divergences between school communities and the national curriculum in this field, thus contributing with information relevant to curricular practice.
Description
Keywords
Implementação do desenvolvimento sustentável Educação para o desenvolvimento sustentável Currículos Práticas curriculares Política da educação Desenvolvimento regional Análise de conteúdo Estudo de casos Funchal Madeira Desenvolvimento nacional Curriculum Education for sustainable development Sustainability Content analysis
Citation
Sousa, Valdemar Freitas - A sustentabilidade no currículo nacional e as práticas curriculares regionais [Em linha]: um estudo de caso do Município do Funchal. [S.l.]: [s.n.], 2019. 426 p.