This research aim to ascertain the realization of Sustainable School Programs as a structuring policy for environmental education in three educational institutions, located in the Ananindeua town. The specific objectives were: to identify the philosophical, theoretical and methodological assumptions of the Sustainable Schools Program in the national sphere and its implementation in the municipality of Ananindeua and to identify the indicators of school sustainability in 03 schools of the Program in the municipal sphere, from the perspective of the school discussion as a sustainable educator space. The methodological procedures adopted were based on a qualitative approach in which an exploratory research was carried out, which included a bibliographical research where a dialogue was held with several authors who deal with this subject. Another time we went to the field to know and understand the perceptions of those involved with the school on Environmental Education, in which the questionnaire application technique was developed. This method was chosen because it allows the researcher a broader understanding of the importance that education has in human formation, revealing how it is possible to propose environmental education practices integrating the contents of the school curriculum. The authors of this work are Libane (1994), Morin (2011), Oliveira (2006), Leff (2001), Saviani (2005), Freire (1996), Veiga-Neto (1999), Gadotti 1998), Lakatos (2001), Gil (2002), Brazil (2013), Guimarães (2012) were used to qualify the theoretical reference. The results pointed to the need for interaction and communication between the maintainers and the institutions, the realization of an effective planning that counts on the monitoring of the management and coordination with the teachers to help them to develop an interdisciplinary work as required by the commitment of the teachers to dialogue with students in order to stimulate their perceptions about the importance of caring for and preserving and making the school sustainable.
|
