Education for Sustainable Development as public policy in the municipality of Jundiaí, SP

• Grant number: 24/17452-6
• Support Opportunities: Scholarships in Brazil - Master
• Start date: January 01, 2025
• End date: March 31, 2026
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Luiz Carlos Pereira da Silva
• Grantee: Gabriel Franco Piovesana
• Host Institution: Escola de Ciências Humanas, Jurídicas e Sociais (EHJS). Pontifícia Universidade Católica de Campinas (PUC-CAMP). Campinas , SP, Brazil
• Associated research grant: 21/11380-5 - CPTEn - São Paulo Center for the Study of Energy Transition, AP.CCD

Abstract

If the Education for Sustainable Development demands human attitudinal changes, public policies are core to debate the interdependence between sustainable development and education. The aim of this study is to investigate the principles and fundamentals of Education for Sustainable Development in public schools from Jundiaí, given the link between the theme with educational public policies and teacher training. The research's problem is represented by the following question: is it possible to recognize the Education for Sustainable Development in Jundiaí based on the perception of teachers and students and on the current educational public policies? To this end, the ongoing literature review and documentary analysis will focus on writtings related to Education for Sustainable Development, teacher training, educational politics and Science Teaching. In order to evaluate the correlation between teacher training, Science Teaching and Education for Sustainable Development, a survey and an interview shall be applied to the Elementary School's 9th grade students and science teachers from three Jundiaí's public schools. The expected results are the reflections surrounding the Education for Sustainable Development based on the research participants speech to subsidize actions in the school context as well as in the municipality educational politics. This study's particularity is affirmed in consideration for the need of Education for Sustainable Development in a critical moment of climatic crisis in Brazil.