Education principles and practises turned to sustainability in primary school
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Education principles and practises turned to sustainability in primary school Arthur William Pereira da Silva1 · Ana Lúcia de Araújo Lima Coelho2 · Helaine Cristine Carneiro dos Santos3 · Alípio Ramos Veiga Neto4 · Ahiram Brunni Cartaxo de Castro4 · Walid Abbas El‑Aouar4 Received: 14 October 2018 / Accepted: 18 October 2019 © Springer Nature B.V. 2019
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 northeastern 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
* Arthur William Pereira da Silva [email protected] Extended author information available on the last page of the article
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1 Introduction In the late 1900s, leaders from several countries started to defend the need of a new kind of development based on the pillars of sustainability in the search for a balance between the economic, social and environmental dimensions, with the objective to guarantee the satisfaction of needs and desires of present and future generations (Brundtland 1987; Elkington 1997; Sachs 2002; Montiel and Delgado-Ceballos 2014; Silva et al. 2014; Jenkins 2015). However, it is worth mentioning that this new way of thinking about human improvement is still developing and taking its first steps towards its establishment, and, in order to go further, it needs to fiercely fight for space against the unidimensional bias that i
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