| dc.description.abstract | This research seeks to interpret sustainability in socio-educational purposes arising from the nexus between the contributions of environmental public policies in Mato Grosso (PREA) and the projects and practices of environmental education (EE) in the “Escola Estadual Onze de Março” (EEOM) in Cáceres (MT). As its driving activity, this investigation has the question: to what extent the PREA policies contributes to the development of practical environmental education through School Community Environmental Projects in the period 2004 to 2008? The questioning of environmental education public policy is examined in the destination field of policy (the educational environment), to whose interpretation the methodology draws on official documents such as the EA project, the Educational Policy Planning and the interviews. The study relies on the subject's environmental concepts on the views of Enrique Leff (2001 and 2009), Isabel Carvalho (2006 and 2008), Aloisio Ruscheinsky (2003), the links among knowledge, environment and empowerment based on studies of Paulo Freire (1999), Boaventura de Sousa Santos (2005), Carlos F. Loureiro (2009) and Sandra Jovchelovitch (2008); the interfaces in the empirical field of the state, public policy, decentralization, environmental justice, democracy, social and environmental subjects
and actors according to Alain Touraine (2008), Aloisio Ruscheinsk y (2009), Peter Jacobi
(2002 and 2003), Enrique Leff (2001 and 2009), Isabel Carvalho (2004 & 2008). The study points out contradictions in regard to the purposes and policy contributions of Mato Grosso EA and the practices in the context of EEOM. This policy seems to be far away, either in the field of specific training for teachers, either in supplying logistics to EE projects. However, the EA projects observed help to promote reflective and dialogical processes in the environmental subjects | |
