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Programa Eco Escolas: análise comparativa em Portugal e no Brasil
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Face aos desafios ambientais globais, a escola emerge como um espaço estratégico para a promoção de práticas sustentáveis e a formação de uma consciência ecológica crítica. O Programa Eco Escolas destaca-se como uma iniciativa internacional orientada para esse propósito. A presente investigação tem o objetivo de comparar as práticas sustentáveis em contextos escolares, do programa Eco Escolas, por meio de uma abordagem comparativa entre Portugal e Brasil. Trata-se de uma metodologia mista com estudo qualitativo, com suporte de dados quantitativos, fundamentado na revisão de literatura e na aplicação de um questionário online a coordenadores e gestores escolares envolvidos com o programa nos dois países. Os resultados evidenciam que o Eco Escolas tem contribuído significativamente para a sensibilização ambiental e a adoção de práticas como a gestão de resíduos, o uso eficiente de recursos e o envolvimento da comunidade escolar. No entanto, os obstáculos à sua implementação variam consoante os contextos: em Portugal, observa-se a limitação de tempo dos docentes e a dificuldade em articular teoria e prática; no Brasil, destacam-se a instabilidade institucional, a escassez de recursos e a reduzida visibilidade do programa ao nível nacional. Conclui-se que, embora o programa revele um elevado potencial transformador, a sua eficácia depende fortemente das condições político-institucionais locais. Torna-se, assim, essencial o desenvolvimento de estratégias diferenciadas de implementação, bem como o reforço de ações de sensibilização e articulação em múltiplas escalas, visando à consolidação de uma educação ambiental efetiva e integrada no cotidiano escolar.
In the face of global environmental challenges, schools emerge as strategic spaces for promoting sustainable practices and fostering critical ecological awareness. The Eco-Schools Programme stands out as an international initiative aimed at this purpose. This research aims to compare sustainable practices in school contexts within the Eco-Schools Program, through a comparative approach between Portugal and Brazil. It is a qualitative investigation, supported by some quantitative data, based on a literature review and the application of an online questionnaire to school coordinators and managers involved with the programme in both countries. The results indicate that the Eco-Schools Programme has significantly contributed to raising environmental awareness and encouraging practices such as waste management, efficient resource use, and community engagement. However, the implementation challenges vary by context: in Portugal, the main difficulties relate to teachers’ time constraints and the gap between theory and practice; in Brazil, institutional instability, lack of resources, and limited national visibility of the programme are identified as major barriers. It is concluded that, although the programme holds high transformative potential, its effectiveness is strongly influenced by local political and institutional conditions. Therefore, it is essential to develop context-sensitive implementation strategies and reinforce awareness and coordination actions at multiple territorial levels, aiming to consolidate effective environmental education within the school environment.
In the face of global environmental challenges, schools emerge as strategic spaces for promoting sustainable practices and fostering critical ecological awareness. The Eco-Schools Programme stands out as an international initiative aimed at this purpose. This research aims to compare sustainable practices in school contexts within the Eco-Schools Program, through a comparative approach between Portugal and Brazil. It is a qualitative investigation, supported by some quantitative data, based on a literature review and the application of an online questionnaire to school coordinators and managers involved with the programme in both countries. The results indicate that the Eco-Schools Programme has significantly contributed to raising environmental awareness and encouraging practices such as waste management, efficient resource use, and community engagement. However, the implementation challenges vary by context: in Portugal, the main difficulties relate to teachers’ time constraints and the gap between theory and practice; in Brazil, institutional instability, lack of resources, and limited national visibility of the programme are identified as major barriers. It is concluded that, although the programme holds high transformative potential, its effectiveness is strongly influenced by local political and institutional conditions. Therefore, it is essential to develop context-sensitive implementation strategies and reinforce awareness and coordination actions at multiple territorial levels, aiming to consolidate effective environmental education within the school environment.
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Sustentabilidade Educação Ambiental Conscientização Ambiental Programa Eco Escolas Portugal vs Brasil Sustainability Environmental Education Environmental Awareness Eco Schools Program Portugal vs Brazil