Resumo

NOVAES, Diva Valério  e  BRYAN, Newton Antônio Pacciulli. Brazilian environmental and affirmative-action policies: management in the setting of a professional education institution. ETD [online]. 2015, vol.17, n.1, pp.11-26. ISSN 1676-2592.  https://doi.org/10.2592/EDT17N1A20150026.

INTRODUCTION: Founded in 1909, the São Paulo Federal Institute of Education, Science, and Technology (IFSP) currently has 38 of a growing number of campuses in São Paulo state, providing vocational and technological education, from basic education to graduate studies and teacher training. Law 11 892/2008, which governs the changes proposed for this formation, highlights the relevance of addressing social and environmental issues, with other national policies. The institute is a favorable setting for the materialization of these changes, improving the formation of future technicians, technologists, engineers, and teachers. This study discusses how these topics are perceived by the IFSP management staff and how these questions permeate the school environment and curriculum. METHOD: In this qualitative investigation, a critical analysis was conducted of the academic output of students, as well as of data collected with a questionnaire applied by the author. Respondents were 318 of 1865 staff, from 15 of the 27 campuses operating in 2013. In a cross-disciplinary perspective, the study discusses the importance of broadening the concept of respect expressed in Brazilian laws that shape environmental and affirmative-action policies, so as to extend the concept to all settings of human coexistence, considering that improving the relationship between man and nature implies improving human relationship itself, so that a permanent stance of respect towards everything can be extended to natural resources. RESULTS: Among respondents, engagement in affirmative-action policies proved significantly less pronounced than in environmental policies. Conclusions: The study identified the obstacles precluding fuller engagement. It also reports the teaching practice and the scientific output of those engaged with these issues.

Palavras-chave : Education; Cross-Disciplinarity; Technology; Society; Environment.

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