Competences for education for sustainability: analysis of educational policy documents in Portugal

Patrícia Sá; Ana Isabel Andrade; Jane Machado; Cristina Sá

doi:10.22481/praxisedu.v17i48.8848

Authors

Patrícia Sá CIDTFF, Universidade de Aveiro – Portugal https://orcid.org/0000-0002-6415-0601
Ana Isabel Andrade CIDTFF, DEP, Universidade de Aveiro – Portugal https://orcid.org/0000-0002-3182-9351
Jane Machado DEP, Universidade de Aveiro – Portugal https://orcid.org/0000-0001-8786-4108
Cristina Sá CIDTFF, DEP, Universidade de Aveiro - Portugal https://orcid.org/0000-0002-8768-661X

DOI:

https://doi.org/10.22481/praxisedu.v17i48.8848

Keywords:

Key competences, Sustainability, Portuguese Policy Documents

Abstract

The present study is part of the TEDS - Teacher Education for Sustainability project. This is an Erasmus+ project and involves five European countries: Portugal, France, Lithuania, Finland and Malta. The main aim of the TEDS project is to provide European teacher educators and teachers with the knowledge and tools necessary to implement an education that promotes sustainability in their practices. Within this project, one of the objectives was to understand how key competences in education for sustainability are present in the educational documents of each of the participating countries. This article refers to the analysis carried out on Portuguese educational documents. It is a qualitative study framed on the interpretive paradigm. It is an exploratory, descriptive-interpretive study aimed at identifying and describing the main characteristics related to the key competences in education for sustainability present in the official Portuguese documents that guide teaching and learning. After the analysis, validation and discussion of the results of the content analysis carried out on the corpus, these seem to indicate that the educational documents analyzed are compatible with the key competences considered in the guiding reference framework. All documents present different aspects of the various competences, highlighting their importance in the foundation of an educational practice that promotes sustainability.

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Author Biographies

Patrícia Sá, CIDTFF, Universidade de Aveiro – Portugal

Doutorada em Didática das Ciências pela Universidade de Aveiro (2008). É Investigadora no Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF), sediado no Departamento de Educação e Psicologia da Universidade de Aveiro (Portugal). É membro da equipa do projeto TEDS - Teacher Education for Sustainability.

Ana Isabel Andrade, CIDTFF, DEP, Universidade de Aveiro – Portugal

Doutorada pela Universidade de Coimbra, (1997), é Professora Catedrática no Departamento de Educação e Psicologia da Universidade de Aveiro (Portugal). É investigadora no Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF). Coordena o projeto TEDS – Teacher Education for Sustainability (2019-1-PT01-KA201-060830).

Jane Machado, DEP, Universidade de Aveiro – Portugal

Doutorada em Educação pela Universidade Federal Fluminense (2015) e com Doutorado Sanduíche na Universidade de Aveiro - Portugal (2014), atualmente, realiza estudos de Pós-Doutoramento na Universidade de Aveiro, no Departamento de Educação e Psicologia. É bolseira no projeto TEDS - Teacher Education for Sustainability.

Cristina Sá, CIDTFF, DEP, Universidade de Aveiro - Portugal

Doutora em Didática pela Universidade de Aveiro (1995), é Professora Auxiliar no Departamento de Educação e Psicologia da Universidade de Aveiro (Portugal). É investigadora no Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF). É membro da equipa do projeto TEDS - Teacher Education for Sustainability.

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