O diálogo em processos de políticas públicas de educação ambiental no Brasil

Andrade, Daniel Fonseca de; Luca, Andréa Quirino de; Sorrentino, Marcos

doi:10.1590/s0101-73302012000200015

Cited by 8 publications

(6 citation statements)

References 8 publications

(9 reference statements)

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“…In Europe, we found authors such as Bonnett ( 2013), Reid (2003), and Wals et al (2014) who debate the relationship between EE and SE;and Bonnett (2007), Jickling and Wals (2008), Novo (2009), and Scott (2013) who critically discuss EE policy. In Latin America, specifically in Brazil, we found a larger volume of critical research on EE (Andrade et al, 2012;Carvalho et al, 2009;Giuffré et al, 2007;Gonzáles-Gaudiano & Arias Ortega, 2014;Loureiro, 2006;Marcos, 2012;Mejía-Cáceres et al, 2018;Sorrentino et al, 2005;Tristão, 2013).…”

Section: Explained Thatmentioning

confidence: 71%

Influences of Educational Policy on the Pre-Service Education of Teachers in Science and Environmental Education: A Latin American Context

Mejía-Cáceres¹,

Freire²

2021

Studia paedagogica

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This study aims to recognize which political guidelines operate at the educational level and influence the pre-service education of teachers in science and environmental education. The research question concerns which political discourses influence the curriculum of the pre-service education of teachers in science and environmental education in Colombia. To address this question, we conducted exploratory research regarding educational policies from 1886 to 2017; these consisted of eight laws, nineteen decrees, and eight resolutions. Additionally, we made use of the document of the Colombian System of Educator Education and Policy Guidelines. Finally, in the Universidad del Valle, we studied five resolutions that guided the pre-service education of teachers in science education from 2002 to 2017. In our introduction, we discuss a range of theoretical influences, such as of the World Bank and Western European thought, in education policy discourses that are subsequently supported by the results of our research. Our findings help to understand how scientific and environmental education knowledge could, in response to the educational policy, co-exist or compete with each other for placement.

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Section: Explained Thatmentioning

confidence: 71%

Influences of Educational Policy on the Pre-Service Education of Teachers in Science and Environmental Education: A Latin American Context

Mejía-Cáceres¹,

Freire²

2021

Studia paedagogica

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“…This is because it creates a context of cooperation of a dialogical and decisive nature, which considers conflicts as an intrinsic part of the public policy process (Andrade;De Luca;Sorrentino, 2012;Heidemann, 2009).…”

Section: Discussionmentioning

confidence: 99%

Implantação das mesas nacionais de negociação permanente do Sistema Único de Saúde em secretarias estaduais e municipais de saúde

et al. 2017

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Resumo O objetivo deste artigo é avaliar a implantação da mesa de negociação permanente e identificar os entraves e os avanços decorridos dos processos de negociação no âmbito dos estados e dos municípios brasileiros. O método usado foi estudo descritivo e exploratório, de abrangência nacional. A coleta de dados se deu em 2012 e 2013, por meio de survey com 519 gestores de saúde e grupos focais com 49 gestores e 11 integrantes da Mesa Nacional de Negociação Permanente. Dados foram analisados por estatística descritiva e por análise de conteúdo. Verificou-se existência de 132 mesas de negociação, das quais apenas 87 estão em funcionamento. Os principais motivos para não implantação das mesas são a falta de assessoria técnica e a utilização de outras ferramentas para negociação do trabalho. As principais mudanças nas relações de trabalho em decorrência da atuação das mesas de negociação foram a realização de concursos e de processos seletivos públicos, políticas de desprecarização do trabalho e a implantação de planos de cargos, carreiras e salários. Conclui-se que apesar da potencialidade das mesas como dispositivos de negociação, sua implantação e seu pleno funcionamento esbarram em grandes desafios.

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“…In this article, we advocate that environmental pedagogies (and policies, programmes and projects) be based on the premises and methods of dialogue, as it is proposed in the Brazilian National Programme of Environmental Education (Andrade et al 2012; Brasil 2005). Diversity (socio and bio) will not thrive on the planet unless the ‘different’ has the right to remain different, according to their own histories, principles and determinations.…”

Section: Discussionmentioning

confidence: 99%

Dialogue as a Basis for the Design of Environmental Pedagogies

Andrade

Sorrentino

2014

Journal of Education for Sustainable Development

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Colonizing processes take many forms. Although they are generally related to the use of force, they may also happen through subtler means such as education, and subconsciously, whenever educational proposals are designed to suit a wide variety of contexts. This essay suggests that environmental pedagogies should be based on a dialogical mindset and methods, where all participants are seen as subjects and there is no desire to coerce, seduce, correct, convert or persuade others. Based on the bibliographical review, the article unveils the concept of dialogue and recommends four important skills for the creation of dialogical spaces. In times when cultural standardization leads to environmental degradation, dialogical pedagogies foster a better comprehension of individuals' and collectives' identities and, by doing so, collaborate with the maintenance of socio-diversity.

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O diálogo em processos de políticas públicas de educação ambiental no Brasil

Cited by 8 publications

References 8 publications

Influences of Educational Policy on the Pre-Service Education of Teachers in Science and Environmental Education: A Latin American Context

Influences of Educational Policy on the Pre-Service Education of Teachers in Science and Environmental Education: A Latin American Context

Implantação das mesas nacionais de negociação permanente do Sistema Único de Saúde em secretarias estaduais e municipais de saúde

Dialogue as a Basis for the Design of Environmental Pedagogies

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