Pedagogical Political Project as a strategy for Inclusion of Environmental Education in Brazilian Public Policies
DOI:
https://doi.org/10.17979/ams.2015.02.020.1608Keywords:
public politics, training, mainstreaming, monitoringAbstract
The socioenvironmental policy in Brazil requires the formulation and execution of local policies, the Ministry of the Environment (MMA) and its federal agencies linked to the training of the population and the 5570 Brazilian municipalities. In view of the demands, expectations and educational scenario of the federal environmental agencies, a Political Pedagogical Project (PPP) was developed with the objective of organizing and structuring its activities aiming at their articulation, cohesion and synergy, as well as, integrating and transversalizing environmental education (EA) in institutions, training processes and public environmental policies. The PPP was built from February 2014 to March 2015 by a set of techniques and tools based on participatory research and planning methodologies, bringing to light the everyday reality and the perceptions of those involved in carrying out the external and internal training of MMA and its linked institutions. The participatory process of preparing the PPP resulted in a technical and political document, consisting of three frameworks that dialogue with each other: conceptual, situational and operational. It also generated a dialogical movement, which placed the institutional sectors, civil servants and instances of educational governance in reflection on their actions, producing new knowledge and strategies to insert EE in socio-environmental public policies.
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