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Equity and sustainability in the articulation between curricula, pedagogical practices and teacher training in public schools in São Paulo

Grant number: 22/06966-3
Support Opportunities:Improvement in Public Education Program
Duration: June 01, 2023 - May 31, 2027
Field of knowledge:Humanities - Education - Specific topics in Education
Convênio/Acordo: Secretaria de Educação do Estado de São Paulo
Principal Investigator:Rosana Louro Ferreira Silva
Grantee:Rosana Louro Ferreira Silva
Host Institution: Instituto de Biociências (IB). Universidade de São Paulo (USP). São Paulo , SP, Brazil
Associated researchers:Beatriz Vieira Freire ; Cristina Leite ; Denise de La Corte Bacci Toledo ; GLAUCIA FORNAZARI ; Hector Barros Gomes ; Mariana Tambellini Faustino ; Natalia Pirani Ghilardi-Lopes ; Patricia Mie Matsuo
Associated scholarship(s):24/05736-0 - Creation and maintenance of collaborative environmental education environments in partner schools, BP.TT
23/08919-5 - Sustainability and equity in the curriculum and teaching materials of basic education at EMEF Péricles Eugênio da Silva, BP.EP
23/09112-8 - Sustainability and equity in the curriculum and teaching materials of basic education at EE Prof. Guimar Camolesi Souza, BP.EP
+ associated scholarships 23/08963-4 - Sustainability and equity in the curriculum and teaching materials of basic education at EMEF Marcos Melega, BP.EP
23/08966-3 - Sustainability and equity in the curriculum and teaching materials of basic education at EMEF Oliveira Viana, BP.EP
23/09001-1 - Sustainability and equity in the curriculum and teaching materials of basic education at EE Prof. Luiz Washington Vitta, BP.EP - associated scholarships

Abstract

This project is submitted to FAPESP's PROEDUCA, in the Public Education line, and will seek to generate scientific evidence on the potential of schools for environmental education focused on the sustainability and equity. It will be developed in partnership between the Research Group on Environmental Education for the training of educators with, teachers from public schools, and it proposes to investigate an articulating process for the consolidation of sustainable schools, based on equity and socio-environmental justice. The theoretical references that are being mobilized are participatory research, social learning, complexity, critical environmental education and education for equity. The objective is to investigate, in a collaborative way with teachers of public basic education, the challenges and potential of school environmental education processes, considering a training with equity for sustainability, from the tripod of association between the curricula and their associated materials, practices of schools and teacher training, analyzing training products and processes. The research stages cover document analysis, network training processes, as well as the investigation of school authorship processes in the engagement of students and teachers in the themes of socio-environmental sustainability. Data will be collected through curricular and pedagogical documents, questionnaires, focus groups, interviews, discursive interactions and analysis of productions by teachers and students in training processes. The expected results will be consolidated and disseminated in a collaborative way in schools and continuing education courses, as well as through a Repository of Usable Experiences for Sustainability and Equity (REUSE) and will enable contributions to public educational policies and interdisciplinary pedagogical approaches aimed at improving the socio-environmental training of students and teachers in basic education (AU)

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