THE CURRICULUM DIMENSION IN THE NATIONAL SUSTAINABLE SCHOOLS PROGRAM:

ANALYSIS FROM HISTORICAL-CRITICAL PEDAGOGY

Abstract

In the creation of sustainable schools, the curricular dimension is conceived as one of the central and guiding pillars of an educational institution, enabling the construction of new conceptions of the world, knowledge and pedagogical practices. The National Sustainable Schools Program (PNES), based on the National Environmental Education Policy (PNEA), is based on an action plan for socio-environmental sustainability through the physical structure, management and curriculum for the development of spaces and continued educational processes and permanent. Thus, the objective of this research infers to the curricular dimension, seeking to understand: “How does Environmental Education (EE) fit into this dimension in the referred program?” and “What is the role of curricular contents for the insertion of EE in schools according to the PNES proposal?”. Thus, we base ourselves on the theoretical framework of Historical-Critical Pedagogy (PHC), which discusses the curriculum as the set of core activities developed at school, defending the universality of school contents. We resort to document analysis as a research method, where we propose to analyze documents related to the PNES. This resulted in considerations relevant to the aforementioned program, identifying that even guided by the critical construction, ethics and transformation of values through the curricular dimension of the PNES, this does not dialogue with authors of the curricular field and also does not delve into the role of curricular contents for EE in school subjects.