出版社：Escola Superior de Educação do Instituto Politécnico de Santarém
摘要：In poor literate adults’ curricula collaborative project work seems adapted to Environmental Education (EE) towards sustainability, contributing to the emergence of a learning community. Through collaborative project work dialogical and interactive practices of knowledge appropriation took place, promoting the development of students’ general and academic positive self-esteem. This process facilitates the construction of students’ identities and the emergence and operationalisation of academic and professional projects.
This work is part of the project Interaction and Knowledge. This project studies and promotes social interactions in formal education scenarios. This study is an action-research project in which we developed a curriculum for the third cycle of basic recurrent education in alternative to the TSCU. It includes a 4-years follow-up. It followed an interpretative/qualitative approach, historical-culturally situated, inspired in ethnographic methods. The participants are the students and teachers from this class, and elements of the educative and social communities. The main instruments for data collection were the participant observation, semi-structured interviews, tasks inspired in projective techniques, students’ protocols and documents. Results illuminated that students acted as learning community legitimate participants. They acted as agents for environmental education/awareness of the school, educative and social communities through the project works developed in EE. This participation was relevant for their knowledge appropriation and their mobilization and development of competencies related to EE and for sustainability which were meaningful for the participants. This way, students could construct a positive sense of identity that makes easier students’ access to the academic achievement and to the school and social inclusion.
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