A Rede Austríaca de Escolas-ECOLOG

Resultados de uma Avaliação Quantitativa

Autores

DOI:

https://doi.org/10.25749/sis.28591

Palavras-chave:

ambiente, métodos quantitativos, educação ambiental, redes educativas

Resumo

Este artigo descreve o trabalho em rede - networking - na educação para o desenvolvimento sustentável dentro da rede austríaca de escolas-ECOLOG. Analisa os conceitos teóricos de Educação para o Desenvolvimento Sustentável e de desenvolvimento escolar do ponto de vista austríaco, bem como as redes em educação em geral e a organização da rede-ECOLOG em particular. O ECOLOG consiste num programa e numa rede para a ecologização das escolas e a educação para a sustentabilidade na Áustria. Há 25 anos que mais de 700 escolas ECOLOG e 13 escolas de formação de professores integram uma abordagem ecológica na sua vida escolar quotidiana e no desenvolvimento escolar. Desde que a rede de escolas-ECOLOG existe, tem-se produzido uma série de avaliações, inquéritos e estudos (Rauch & Pfaffenwimmer, 2020). Com base nestas avaliações e para obter dados quantitativos atuais sobre a implementação do ECOLOG nas escolas participantes, enviou-se um inquérito por questionário a todos os coordenadores de escolas ECOLOG, tendo havido 154 respondentes (taxa de resposta de 25%) no ano escolar 2018/19, com o objetivo de extrair medidas relevantes de apoio às escolas ECOLOG. Os resultados mostram que os coordenadores implementaram os princípios ECOLOG na vida escolar quotidiana através de ações ambientalmente conscientes, à medida que os estudantes aprenderam como lidar com recursos limitados e foram expostos a novas formas de pensar e de trabalhar. Porém, ainda há por onde melhorar, por exemplo na definição de cooperação com parceiros externos à escola.

Downloads

Não há dados estatísticos.

Biografias Autor

Franz Rauch, Institute of Instructional and School Development, Faculty of Arts, Humanities and Education, University of Klagenfurt, Áustria

Professor at the Institute of Instructional and School Development (IUS) at the University of Klagenfurt (Austria). He has been involved in research and development projects internationally and nationally since many years. He served as visiting scholar in Newcastle upon Thyne, England, and as Fulbright scholar in St.  Louis, USA. He is one of the editors of Educational Action Research Journal and serves on editorial boards of other Journals (like The Journal of Environmental Education). His working areas are education for sustainable development, networks in education, school development, science education, continuing education for teachers and action research.

Mira Dulle, Institute of Instructional and School Development, Faculty of Arts, Humanities and Education, University of Klagenfurt, Áustria

Holds a master’s degree in applied cultural science. She did an internship at the Austrian commission for UNESCO where she worked in the areas of intangible cultural heritage and education. She worked within the FWF project “Development and Manifestation of Wisdom”. She worked as project manager at the EC projects PROFILES and CODES. She was coordinating the regional networks of the Austrian project “Innovations in Mathematics, Science and Technology Teaching” (IMST) and was conducting a number of project evaluations. She is part of the co-ordination team of the ECOLOG project (Ecologizing schools network) at the IUS and is conducting her dissertation in the field of education of sustainable development. Her working and research areas are education for sustainable development/environmental education, networks in education and science education.

Referências

Affolter, C., & Varga, A. (2018) (Eds.). Environment and School Initiatives. Lessons from the ENSI Network - Past, Present and Future. Eszterhazy Karoly University.

Castells, M. (2000). The Rise of the Network Society (The Information Age: Economy, Society and Culture, Vol.1.). (2nd Ed.). Blackwell Publishers Ltd.

Czerwanski, A., Hameyer, U., & Rolff, H.-G. (2002). Schulentwicklung im Netzwerk—Ergebnisse einer empirischen Nutzenanalyse von zwei Schulnetzwerken. In H.-G. Rolff, K.-O. Bauer, K. Klemm & H. Pfeiffer (Eds.), Jahrbuch der Schulentwicklung (pp. 99-130). Juventa.

Dalin, P. (1999). Theorie und Praxis der Schulenwicklung. Luchterhand.

Fleiß, C. (2016). Bildung für nachhaltige Entwicklung im Kontext Schule und Inklusion. Universität Klagenfurt.

Fleiß, C. (2018). Wirksamkeit des ECOLOG-Netzwerks an Neuen Mittelschulen in Wien. (Masterarbeit). Universität Klagenfurt, Austria.

Fullan, M. (2007). The New Meaning of Educational Change. Routledge.

Henderson, K., & Tilbury, D. (2004). Whole-School Approaches to Sustainability: An International Review of Sustainable School Programs. Australian Research Institute in Education for Sustainability.

Holtappels, H. G., & Rolff, H.-G. (2004). Zum Stand der Schulentwicklungstheorie und -forschung. In U. Popp & S. Reh (Eds.), Schule forschend entwickeln. Schul- und Unterrichtsentwicklung zwischen Systemzwang und Reformansprüchen (pp. 51-74). Juventa.

Kant, I. (1787/1956). Kritik der reinen Vernunft. Hamburg: Felix Meiner Verlag.

Lehner, I. (2016). Auswirkungen des Wissenstransfers an einer Volksschule des Netzwerkes ECOLOG, bezogen auf eine Umweltbildung für Nachhaltige Entwicklung im Vergleich zu einer Volksschule, die nicht an diesem Programm teilnimmt. (Masterarbeit). FH Burgenland, Eisenstadt, Austria.

Minsch, J. (2004). Gedanken zu einer politischen Kultur der Nachhaltigkeit. Aufbruch in vielen Dimensionen. In F. Radits, M. Braunsteiner & K. Klement (Eds.), Bildung für eine Nachhaltige Entwicklung in der LehrerInnenbildung (pp. 10-18). Teacher Education College Baden.

Posch, P., & Altrichter, H. (1993). Schulautonomie in Österreich. StudienVerlag.

Rauch, F. (2015). Education for Sustainable Development and Chemistry Education. In V. Zuin & L. Mammino (Eds.), Worldwide Trends in Green Chemistry Education (pp. 16-26). Royal Society of Chemistry.

Rauch, F. (2016). Networking for Education for Sustainable Development: The Austrian ECOLOG-Schools Programme. Educational Action Research, 24(1), 34-45.

Rauch, F., & Dulle, M. (2011). Auf dem Weg zu einer nachhaltigen Schulkultur – 15. Jahre ÖKOLOG-Programm, 10 Jahre Netzwerk ÖKOLOG. BMUKK, Wien.

Rauch, F., Glettler, C., Steiner, R., & Dulle, M. (2023). Environmental and Sustainability Education in Austria. In R. Rieckmann & R. Thomas (Eds.), World Review: Environmental and Sustainability Education in the Context of the Sustainable De-velopment Goals. RiScience Publishers/CRC. (in Print).

Rauch, F., & Pfaffenwimmer, G. (2019). The Austrian ECOLOG-Schools Programme – History, Structure, Lessons Learned and Impact of a Network. Hungarian Educational Research Journal, 9(4), 589-606.

Rauch, F., & Pfaffenwimmer, G. (2020). The Austrian ECOLOG-Schools Programme – Networking for Environmental and Sustainability Education. In A. Gough, J. Chi Kin Lee & E. Po Keung Tsang (Eds.), Green Schools Globally: Stories of Impact for Sustainable Development (pp. 85-102). Springer. https://www.springer.com/gp/book/9783030468194

Reardon, B. A. (2010). Human Rights and Human Rights Learning as a Vehicle for the Renewal of the University. MS. Klagenfurt.

Rode, H. (2005). Motivation, Transfer und Gestaltungskompetenz. Ergebnisse der Abschlussevaluation des BLK-Programms "21" 1999-2004. Freier Universität Berlin.

SustainAll. (2022). SustainAll Project. https://sustainall.eu/

Swatek, E., & Rauch, F. (2020). Quantitative Erhebung zu Stellenwert und Wirkung von ECOLOG an Schulen aus Sicht der KoordinatorInnen an den Schulen. (Verdichtete Darstellung der Ergebnisse).: Universität Klagenfurt, Austria.

UNESCO (2014). Roadmap for implementing the global action programme on education for sustainable development. http://unesdoc.unesco.org/images/0023/002305/230514e.pdf

United Nations (2016). Sustainable Development Goals Report 2016. https://unstats.un.org/sdgs/report/2016/

Verhelst, D., Vanhoof, J., Boeve-de Pauw, J., & Van Petegem, P. (2020). Building a Conceptual framework for an ESD-effective school organisation. The Journal of Environmental Education, 1-16. https://doi.org/10.1080/00958964.2020.1797615

Ziener, K. (2017). Das ECOLOG-Netzwerk: Begleitforschungsstudie in der Phase 2015 bis 2016. Universität Klagenfurt.

Downloads

Publicado

2023-06-30

Edição

Vol. 11 N.º 2 (2023): Pensar a Educação em Tempos de Transição

Secção

Artigos

Licença

Direitos de Autor (c) 2023 Sisyphus – Revista de Educação

Creative Commons License

Este trabalho encontra-se publicado com a Creative Commons Atribuição-NãoComercial 4.0.

O Copyright (c) pertence à Sisyphus – Journal of Education. No entanto, encorajamos que os artigos publicados na revista sejam publicados noutros lugares, desde que seja solicitada a autorização da Sisyphus e os autores integrem a nossa citação de fonte original e um link para o nosso site.

Política de auto-arquivo
É permitido aos autores o auto-arquivo da versão final publicada dos seus artigos em repositórios institucionais, temáticos ou páginas web pessoais e institucionais.

Subscritor DORA
O Instituto de Educação da Universidade de Lisboa, editor da Sisyphus, é um dos subscritores da Declaração de São Francisco sobre Avaliação da Investigação (DORA).