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Master's Dissertation
DOI
10.11606/D.48.2011.tde-04082011-141431
Document
Author
Full name
Julia Tomchinsky
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2011
Supervisor
Committee
Gadotti, Moacir (President)
Inojosa, Rose Marie
Pontuschka, Nidia Nacib
Title in Portuguese
Sementes de primavera: cidadania planetária desde a infância
Keywords in Portuguese
cidadania
currículo
educação ambiental
escola sustentável
gestão ambiental participativa
participação política
projeto eco-político-pedagógico
sustentabilidade
Abstract in Portuguese
Este trabalho busca analisar como o projeto Sementes de Primavera contribuiu para promover a cidadania planetária desde a infância por meio da participação da comunidade escolar no processo de construção do Projeto Eco-Político-Pedagógico nas escolas da Rede Municipal de Osasco (2007 a 2009). O texto está estruturado em três capítulos: no primeiro é apresentado o quadro teórico do movimento da educação ambiental e do desenvolvimento sustentável; no segundo é tecida uma reflexão sobre o princípio da Gestão Democrática na política educacional de Osasco (2007 e 2008), com ênfase na participação das crianças; no terceiro é feita uma reflexão sobre como a participação infantojuvenil da gestão escolar para ampliar o conceito de escola sustentável que vem sendo construído no Brasil e no mundo na última década.
Title in English
Spring's Seeds: planetary citizenship since childhood.
Keywords in English
citizenship
curriculum
eco-political-pedagogical project
environmental education
participatory environmental management
political participation
sustainability
sustainable school
Abstract in English
This Masters of Arts Thesis analyzes how the project Spring's Seeds (Sementes de Primavera) contributed to promote planetary citizenship since childhood in the educational units of Osasco's Municipal School System (2007-2009). The text is structured in three chapters: in the first, the theoretical framework of environmental education movement and sustainable development is presented; in the second, there is a consideration on the democratic management in the educational policy of Osasco, specially from the experience of children's participation in the schools' planning process and in the elaboration of the Eco-Political-Pedagogical Projects; in the third, there is a reflection on how the views of the children of Osasco contributed to expand the concept of a sustainable school that has been cons tructed in Brazil and in the world in the past decade.
 
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Publishing Date
2011-08-23
 
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