Education principles and practises turned to sustainability in primary school

Arthur William Pereira da Silva (), Ana Lúcia de Araújo Lima Coelho, Helaine Cristine Carneiro dos Santos, Alípio Ramos Veiga Neto, Ahiram Brunni Cartaxo de Castro and Walid Abbas El-Aouar
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Arthur William Pereira da Silva: Instituto Federal de Educação, Ciência e Tecnologia do Ceará – IFCE
Ana Lúcia de Araújo Lima Coelho: Universidade Federal da Paraíba – UFPB
Helaine Cristine Carneiro dos Santos: Sertão Integration School - FIS R. João Luiz de Melo
Alípio Ramos Veiga Neto: Universidade Potiguar – UNP
Ahiram Brunni Cartaxo de Castro: Universidade Potiguar – UNP
Walid Abbas El-Aouar: Universidade Potiguar – UNP

Environment, Development and Sustainability: A Multidisciplinary Approach to the Theory and Practice of Sustainable Development, 2020, vol. 22, issue 7, No 30, 6645-6670

Abstract: Abstract With the objective to contribute to improving the education practises turned to sustainability, as well as to the training of sustainable individuals, this research has two main goals. The first one concerns the identification of the main EfS guiding principles turned to primary education, which aims at bringing some relevant theoretical contribution to the area through the proposition of an integrating framework. The second goal concerns identifying and analysing how education for sustainability is developed in a primary school, in the light of the framework suggested in the research, and how the EfS practises developed in this school can be improved. The present qualitative research follows the interpretative paradigm assumptions and has a phenomenological approach. Its main research method is the case study. The school which is the subject of study in this research is located in north-eastern Brazil. The research encompasses 2nd, 3rd and 5th graders, as well and Teachers and Principals. At first, the results enabled the proposition of a framework composed of 14 guiding principles from Education for Sustainability turned to primary schools, which, despite being an initial proposition, is believed to be strong enough in order to significantly contribute to the introduction of assertive practises in this area. Then, it becomes evident that, in relation to how Education for Sustainability is developed at the school under discussion, and how it can be improved, the institution is already working fully in accordance with 08 out of the 14 principles of the framework suggested in this study. Four other principles are partly met and 02 others have not been met yet.

Keywords: Education for sustainability; Primary school; Phenomenology; Environmental education (search for similar items in EconPapers)
Date: 2020
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DOI: 10.1007/s10668-019-00505-2

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