CONTRIBUIÇÃO DO PLANEJAMENTO DIALÓGICO NA CONSTRUÇÃO DE ESCOLAS DEMOCRÁTICAS RUMO À CIDADANIA PLANETÁRIA

Yayenca Yllas; Heloisa C. Tozato; Ana Lúcia Vendramini; Heloisa T. Firmo

doi:10.1590/SciELOPreprints.4779

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Yayenca Yllas Federal University of Rio de Janeiro https://orcid.org/0000-0003-2202-9325
Heloisa C. Tozato Universidade de São Paulo https://orcid.org/0000-0002-5417-8985
Ana Lúcia Vendramini Federal University of Rio de Janeiro https://orcid.org/0000-0002-0236-2449
Heloisa T. Firmo Federal University of Rio de Janeiro https://orcid.org/0000-0002-8677-1361

DOI:

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

Keywords:

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

Abstract

This article, with a qualitative approach, characterized as a case study, aims to present a critical and reflective analysis of the process of the construction of Dialogic Ecopedagogical Planning (PDE) at the Pedro Ernesto Municipal School, in the city of Rio de Janeiro, Brazil. It was developed from May 2021 to December 2022, in the pandemic context of returning to face-to-face classes after isolation due to COVID-19. The methodology was centered on action research and complemented by participant observation, conversation circles, and the construction of collaborative mental maps. For the collection of results, the systematization of the researcher's experiences and perceptions were recorded and semi-structured interviews and conversation circles were focused on the evaluation. The results were presented and discussed in four dialogic planning cycles, all developed in-person at the school unit. The potential scope of eco-pedagogical school planning was observed in terms of competences, abilities and specific pedagogical objectives of the school curriculum and the transversal competences of learners and educators; contributions to stimulate cognitive, affective and psychomotor domains in students; and community engagement and mobilization at different scales. In conclusion, the research showed the potential of the PDE in building democratic public schools towards planetary citizenship.

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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.