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TOWARDS PLANETARY CITIZENSHIP: THE CONTRIBUTION OF DIALOGICAL PLANNING IN THE CONSTRUCTION OF DEMOCRATIC SCHOOLS

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DOI:

https://doi.org/10.1590/SciELOPreprints.4779

Keywords:

public school, ecopedagogy, school garden, critical environmental education, university-school partnership

Abstract

The present article presents the construction process of pedagogical dialogic planning done through the incorporation of ecopedagogical practices at the Pedro Ernesto Municipal School (EMPE), in the city of Rio de Janeiro, Brazil, developed from May 2021 to September 2022. Its methodological approach was centered on action-research and was complemented by participant observation, conversation circles and the construction of collaborative mind maps. As for the results, we used the systematization of the experiences one of us had as researcher doing fieldwork in the school, semi-structured interviews and conversation circles aimed at evaluation. The results were presented and discussed in four cycles of dialogic planning, all developed in person at the school unit. Three main academic-scientific contributions of ecopedagogy stand out as central to the promotion of differentiated teaching in pedagogical-didactic and institutional terms, and for the promotion of democratic public schools in Brazil. The first contribution is related to the potential scope of ecopedagogical school planning in terms of competencies, skills and specific pedagogical objectives related to the school curriculum and to transversal competencies of students and teachers. The second contribution concerns its potential in contributing to students’ cognitive, affective, and psychomotor skills. Finally, the third contribution concerns the potential for community engagement and mobilization at different scales.

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Author Biographies

Yayenca Yllas, Federal University of Rio de Janeiro

Yayenca Yllas is from Uruguay and lives in Rio de Janeiro since 2013. She is a Master's student in Technology for Social Development at NIDES/UFRJ. Her work focuses on the potential of ecopedagogy as an instrument for promoting quality education, from its application in improving the school curriculum to supporting public policies.

Heloisa C. Tozato, Universidade de São Paulo

Heloisa C. Tozato is a Ph.D. in Geography from Rennes 2 University (Rennes, France) and PhD in Environmental Sciences from São Paulo University (São Paulo, Brazil). She carried out her Post-Doctoral research at the Joint Research Center of the European Commission (Ispra, Italy). Member of the Research Group on Public Policy, Territoriality and Society, Institute for Advanced Studies, São Paulo University (IEA-USP), São Paulo, Brazil.

Ana Lúcia Vendramini, Federal University of Rio de Janeiro

Ana Lúcia A. Vendramini is a full professor at the Chemical School and at the Master's degree in Technology for Social Development (NIDES), from UFRJ. She is a chemical with a PhD in Biochemistry IQ/UFRJ. She works in teaching, research and extension in the areas of food technology, seaweed, bioeconomy, education and sustainability.

Heloisa T. Firmo, Federal University of Rio de Janeiro

Heloisa T. Firmo is a full professor at the Polytechnic School and at the Master's degree in Technology for Social Development (NIDES), from UFRJ. She is a Water Resources engineer with a PhD in Energy Planning from COPPE/UFRJ. She works in teaching, research and extension in the areas of environment, education, energy planning, water management and agroecology.

Posted

09/28/2022

How to Cite

Yllas, Y., Tozato, H. C., Vendramini, A. L., & Firmo, H. T. (2022). TOWARDS PLANETARY CITIZENSHIP: THE CONTRIBUTION OF DIALOGICAL PLANNING IN THE CONSTRUCTION OF DEMOCRATIC SCHOOLS. In SciELO Preprints. https://doi.org/10.1590/SciELOPreprints.4779

Section

Applied Social Sciences

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