Objetivos do Desenvolvimento Sustentável e educação para a sustentabilidade: análise das concepções de sustentabilidade de estudantes de Administração em uma instituição superior pública

Farias, Luciana Cabral; Coelho, Ana Lúcia de Araújo Lima; Coelho, Christiano

doi:10.13058/raep.2019.v20n3.1494

Cited by 11 publications

(9 citation statements)

References 6 publications

(6 reference statements)

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“…When taking into account the dimensions of SD, it can be seen that the schools in the Paranhana Valley implement specific actions, in which many of the activities are not oriented to the three pillars simultaneously, and are often isolated initiatives. Still, they are practical activities that will contribute to the development of students (Amador et al, 2015; Crespo et al, 2017; Farias et al, 2019). The encouragement and expansion of the scope of these initiatives seems to be a necessary alternative to be implemented.…”

Section: Analysis Of the Resultsmentioning

confidence: 99%

“…Facets such as the process of SD teaching (Albareda-Tiana et al, 2018;Kopnina, 2018;Leal Filho et al, 2019;Sayed & Ahmed, 2015), building sustainable educational institutions (Beynaghi et al, 2016), the incorporation of sustainability through practical activities (Amador et al, 2015;Crespo et al, 2017;Farias et al, 2019), and the role of Educational Institutions (Filho et al, 2015) are part of these investigations' scope. Also, studies such as those of Arkorful et al…”

Section: Education and Its Relation To The Sustainable Development Goalsmentioning

confidence: 99%

“…The implication of Sustainable Development in education at its various levels and aspects has been widely debated. Facets such as the process of SD teaching (Albareda‐Tiana et al, 2018; Kopnina, 2018; Leal Filho et al, 2019; Sayed & Ahmed, 2015), building sustainable educational institutions (Beynaghi et al, 2016), the incorporation of sustainability through practical activities (Amador et al, 2015; Crespo et al, 2017; Farias et al, 2019), and the role of Educational Institutions (Filho et al, 2015) are part of these investigations' scope. Also, studies such as those of Arkorful et al (2020), Munamati et al (2016) demonstrate that investments in education must be explicitly considered for policy development and implementation of SDGs.…”

Section: Theoretical Basismentioning

confidence: 99%

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Local context mapping and promotion strategies for actions aimed at sustainable development goals in schools in the Paranhana Valley‐Brazil

Leão

Morais

Ambrós

et al. 2023

Sustainable Development

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Economic, social, and environmental aspects improvement on a global scale underline institutional based programs importance aimed at the long‐term activities proposed by the 2030 Agenda of Sustainable Development Goals (SDGs). This perspective offers an approach based upon planning, executing, controlling and improving social actors' performance in this dynamic relationship. As schools play an important role in this scenario, actively participating in the structuring of sustainable development’ conscious citizens, this study sought to identify the existence of Programs, Projects and Actions (PPA's) focused on the 17 SDGs of the United Nations (UN) in public and private schools in the Paranhana Valley, a region located in Rio Grande do Sul, Brazil, which is of uttermost importance to local performance for more than 200 thousand inhabitants, clustering six cities whose economy is mainly based on the footwear production chain. The study also addresses the existing limitations for PPA's implementation, aiming to understand how schools articulate them with different stakeholders. The research was based on the survey of 156 educational institutions located in the region, through structured interviews with open and dependent questions. The study identified that Paranhana Valley schools' existing initiatives must be diversified into long‐term programs, expanding their scope to each sustainability pillar. They must better articulate with local context, increasingly involving students' families, the students themselves, teachers, and the community. With such results, a report proposing initiatives encompassing each of the 17 SDGs in schools' scope was built. Such an approach can be implemented by other educational institutions in different contexts.

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Section: Analysis Of the Resultsmentioning

confidence: 99%

Section: Education and Its Relation To The Sustainable Development Goalsmentioning

confidence: 99%

Section: Theoretical Basismentioning

confidence: 99%

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Local context mapping and promotion strategies for actions aimed at sustainable development goals in schools in the Paranhana Valley‐Brazil

Leão

Morais

Ambrós

et al. 2023

Sustainable Development

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“…Os próprios espaços das academias estão a oportunizar estudos em diferentes cursos que podem destacar a con-tribuição de cada um deles para desenvolvimento da sustentabilidade. A realização de pesquisas fora dos ambientes de educação formal também pode suscitar novas concepções sobre sustentabilidade (Farias et al 2019).…”

Section: Quadro 2 Estudos Base Da Pesquisaunclassified

Desenvolvimento e Sustentabilidade na Perspectiva da Gestão Pública – Revisão Sistemática em Bases de Dados da América Latina

Vieiria

Nascimiento²,

Bizarria³

2022

CGAP

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A pesquisa objetiva investigar como se encontra a discussão sobre sustentabilidade, desenvolvimento e inovação no campo da gestão pública à luz da racionalidade ambiental presente nas três principais bases de dados bibliográficos (SciELO, Spell e Redalyc) da América Latina. Realizou-se revisão sistemática de literatura em três bases de dados bibliográficos (SciELO, Spell e Redalyc) da América Latina. Por conclusão, aponta-se que, assim como a sustentabilidade, o desenvolvimento e inovação no campo da gestão pública à luz da racionalidade ambiental se complementam na contribuição do pensar estratégias para um desenvolvimento local, com contribuições da racionalidade ambiental.

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“…Sustainability cannot be imposed in the classroom or reduced to simply content; rather, the entire educational approach to sustainability should be viewed from a holistic perspective (Farias et al , 2019). This will undoubtedly entail a profound transformation of the education system, affecting each and every subject taught.…”

Section: Introductionmentioning

confidence: 99%

Teaching sustainability in higher education by integrating mathematical concepts

Lechuga

Cifuentes‐Faura

Faura-Martínez

2023

IJSHE

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Purpose This paper aims to identify the current situation of higher education institutions in Spain regarding the introduction of the Sustainable Development Goals in the classroom, and what is the role of mathematics in this task. Design/methodology/approach A review is made of how the concept of sustainability has evolved in higher education, its gradual introduction in the University and the way in which this subject is approached in the field of mathematics. Findings The study concludes that higher education has a key role to play in designing strategies that lead to the global sustainability of the planet. This implies major changes in degree curricula, assessment, competences and teacher training. Cross-disciplinarity and interdisciplinarity between different subjects within the same degree is a strategy for students to analyse the Sustainable Development Goals using mathematical techniques. Social implications The University as an institution must train socially responsible professionals who are aware of the importance of promoting a sustainable world. Changes should be made to introduce values in the classroom that promote and encourage sustainability. Training should be seen as a continuous process that leads to the preparation of professionals committed to society and nature and who develop strategies aimed at improving the planet through values. Originality/value Through practical activities, the Sustainable Development objectives can be analysed from several subjects of the same degree, emphasising the interdisciplinary and transversal nature that should be the central axis of higher education. Each subject can develop a strategy for change in favour of sustainability that will be reinforced and increased by working together on the proposed teaching practice. In this way, the contents of the different subjects are not isolated, but rather the student can see how there is an interrelationship between them and with real life.

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Objetivos do Desenvolvimento Sustentável e educação para a sustentabilidade: análise das concepções de sustentabilidade de estudantes de Administração em uma instituição superior pública

Cited by 11 publications

References 6 publications

Local context mapping and promotion strategies for actions aimed at sustainable development goals in schools in the Paranhana Valley‐Brazil

Local context mapping and promotion strategies for actions aimed at sustainable development goals in schools in the Paranhana Valley‐Brazil

Desenvolvimento e Sustentabilidade na Perspectiva da Gestão Pública – Revisão Sistemática em Bases de Dados da América Latina

Teaching sustainability in higher education by integrating mathematical concepts

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