Title: Influences of educational policy on the pre-service education of teachers in science and environmental education : a Latin American context
Source document: Studia paedagogica. 2021, vol. 26, iss. 2, pp. [139]-163
Extent
[139]-163
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2021-2-7
Stable URL (handle): https://hdl.handle.net/11222.digilib/143975
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
This study aims to recognize which political guidelines operate at the educational level and influence the pre-service education of teachers in science and environmental education. The research question concerns which political discourses influence the curriculum of the pre-service education of teachers in science and environmental education in Colombia. To address this question, we conducted exploratory research regarding educational policies from 1886 to 2017; these consisted of eight laws, nineteen decrees, and eight resolutions. Additionally, we made use of the document of the Colombian System of Educator Education and Policy Guidelines. Finally, in the Universidad del Valle, we studied five resolutions that guided the pre-service education of teachers in science education from 2002 to 2017. In our introduction, we discuss a range of theoretical influences, such as of the World Bank and Western European thought, in education policy discourses that are subsequently supported by the results of our research. Our findings help to understand how scientific and environmental education knowledge could, in response to the educational policy, co-exist or compete with each other for placement.
Note
This study was financed in part by the Coordenac–ão de Aperfeic–oamento de Pessoal de Nível Superior – Brasil (CAPES) – Finance Code 001, and by the Conselho Nacional de Desarrollo Cientifico y Tecnológico CNPq, process number 148873/2016-2.
References
[1] Andrade, D. F., De Luca, A. Q., & Sorrentino, M. (2012). Diálogo em processos de políticas públicas de educação ambiental no Brasil. Educação e Sociedade, 33(119), 613–630.
[2] Ball, S. (1994). Education reform: A critical and post-structural approach. Open University Press.
[3] Ball, S. (2006). Sociologia das políticas educacionais e pesquisa crítico-social: Uma revisão pessoal das políticas educacionais e da pesquisa em política educacional. Curriculo sem Fronteiras, 6(2), 10–32.
[4] Ball, S. (2015). What is policy? 21 years later: Reflections on the possibilities of policy research. Discourse: Studies in the Cultures' Politics of Education, 36(3), 306–313. https://doi-org.ezproxy.muni.cz/10.1080/01596306.2015.1015279 | DOI 10.1080/01596306.2015.1015279
[5] Ball, S. J., & Bowe, R. (1992). Subject departments and the implementation of National Curriculum policy: An overview of the issues. Journal of Curriculum Studies, 24(2), 97–115. https://doi-org.ezproxy.muni.cz/10.1080/0022027920240201 | DOI 10.1080/0022027920240201
[6] Berdugo Silva, N. C., & Montaño Renuma, W. Y. (2017). La educación ambiental en las instituciones de educación superior públicas acreditadas en Colombia. Revista Científica General José María Córdova, 15(20), 127–136. http://dx.doi.org.ezproxy.muni.cz/10.21830/19006586.178 | DOI 10.21830/19006586.178
[7] Bonnett, M. (2007). Environmental education and the issue of nature. Journal of Curriculum Studies, 39(6), 707–721. https://doi-org.ezproxy.muni.cz/10.1080/00220270701447149 | DOI 10.1080/00220270701447149
[8] Bonnett, M. (2013). Normalizing catastrophe: Sustainability and scientism. Environmental Education Research, 19(2), 187–197. https://doi-org.ezproxy.muni.cz/10.1080/13504622.2012.753414 | DOI 10.1080/13504622.2012.753414
[9] Borda, P., & Güelman, M. (2017). El campo de la investigación cualitiva y las características de los diseños cualitativos. In P. Borda, V. Dabenigno, B. Freidin, & M. Güelman (Eds.), Estrategias para el análisis de datos cualitativos (pp. 9–21). Instituto de Investigaciones Gino Germani.
[10] Bordin, T. M. (2015). Influências das políticas educacionais internacionais no currículo: Algumas incursões. Saberes, Revista Interdisciplinar de Filosofia e Educação, 1(11), 78–93.
[11] Carvalho, L. M., Carneiro Tomazello, M. G., & Oliveira, H. T. (2009). Pesquisa em educação ambiental: Panorama da produção brasileira e alguns de seus dilemas. Cadernos Cedes, 29(77), 13–27. https://doi-org.ezproxy.muni.cz/10.1590/S0101-32622009000100002 | DOI 10.1590/S0101-32622009000100002
[12] Chambers, J. M. (2008). Human/nature discourse in environmental science education resources. Canadian Journal of Environmental Education, 13(1), 107–121.
[13] Eurydice. (2018, May 23). The European higher education area in 2018: Bologna process implementation report. Publications Office of the European Union. https://eacea.ec.europa.eu/national-policies/eurydice/content/european-higher-education-area-2018-bologna-process-implementation-report_en
[14] Fairclough, N. (2008). El análisis crítico del discurso y la mercantilización del discurso público en las universidades. Discurso & Sociedad, 2(1), 170–185.
[15] Fensham, P. (2004). Definition and identity: The evolution of science education as a field of research. Kluwer Academic Publishers: Dorbrecht/London/Boston.
[16] Feyerabend, P. K. (1970). Consolations for the specialist. In I. Lakatos & A. Musgrave (Eds.), Criticism and the growth of knowledge (pp. 197–230). Cambridge University Press.
[17] Giuffré, L., Formento, S., & Ratto, S. (2007). Transversalidad de conceptos de educación ambiental para un desarrollo sostenible presentes en la legislación Argentina. Revista Ciencia del Suelo, 25(1), 75–80.
[18] Guimarães, M., & Vasconcellos, M. (2006). Relações entre educação ambiental e educação em ciências na complementaridade dos espaços formais e não formais de educação. Educar, 27, 147–162. https://doi-org.ezproxy.muni.cz/10.1590/S0104-40602006000100010 | DOI 10.1590/S0104-40602006000100010
[19] Gonzáles Gaudiano, E., & Arias Ortega, M. Á. (2014). La educación ambiental institucionalizada: Actos fallidos y horizontes de posibilidad. Perfiles Educativos, 31(124), 58–68. https://doi-org.ezproxy.muni.cz/10.22201/iisue.24486167e.2009.124.18835 | DOI 10.22201/iisue.24486167e.2009.124.18835
[20] Höfling de Mattos, E. (2001). Estado e políticas (públicas) sociais. Cadernos Cedes, 21(55), 30–41. http://dx.doi.org.ezproxy.muni.cz/10.1590/S0101-32622001000300003 | DOI 10.1590/S0101-32622001000300003
[21] Kushnir. I. (2016). The role of the Bologna Process in defining Europe. European Educational Research Journal, 15(6), 664–675. https://doi-org.ezproxy.muni.cz/10.1177/1474904116657549 | DOI 10.1177/1474904116657549
[22] Lähdemäki, J. (2019). Case study: The Finnish national curriculum 2016: A co-created national education policy. In J. Cook (Ed.), Sustainability, human well-being, and the future of education (pp. 397–422). Palgrave Macmillan, Cham. https://doi-org.ezproxy.muni.cz/10.1007/978-3-319-78580-6_13 | DOI 10.1007/978-3-319-78580-6_13
[23] Leff, E. (2006). Aventuras de la epistemología ambiental. Siglo XXI Editores.
[24] Loureiro, C. (2006). Complexidade e dialética: Contribuições à práxis política e emancipatória em educação ambiental. Educação e Sociedade, 27(94), 131–152.
[25] Lopes, A. (2004). Políticas curriculares: Continuidade ou mudança de rumos?. Revista Brasileira de Educação, 26, 109–118. https://doi-org.ezproxy.muni.cz/10.1590/S1413-24782004000200009 | DOI 10.1590/S1413-24782004000200009
[26] Jickling, B., & Wals, A. E. J. (2008). Globalization and environmental education: Looking beyond sustainable development. Journal of Curriculum Studies, 40(1), 1–21. https://doi-org.ezproxy.muni.cz/10.1080/00220270701684667 | DOI 10.1080/00220270701684667
[27] Mainardes, J. (2006). Abordagem do ciclo de políticas: Uma contribução para a análise de políticas educacionais. Educação e Sociedade, 27(94), 47–69. https://doi-org.ezproxy.muni.cz/10.1590/S0101-73302006000100003 | DOI 10.1590/S0101-73302006000100003
[28] Marcos, R. J. (2012). La política nacional de educación ambiental a la luz del cielo de las políticas públicas. Hontanar, 14(1), 71–88. https://doi-org.ezproxy.muni.cz/10.20453/hont.v14i1.2085 | DOI 10.20453/hont.v14i1.2085
[29] Mejía-Cáceres, M. A., Freire, L., & García, E. G. (Eds.). (2018). Educación en ciencias y educación ambiental en la formación de profesores: Un abordaje crítico y cultural. Programa Editorial Universidad del Valle.
[30] Mejía-Cáceres, M. A. (2019). De las estructuras sociales a los eventos comunicativos: Formación inicial de profesores de ciencias y educación ambiental en el contexto sociopolitico colombiano [Disertation theses]. Federal University of Rio de Janeiro. https://doi-org.ezproxy.muni.cz/10.13140/RG.2.2.16604.33922 | DOI 10.13140/RG.2.2.16604.33922
[31] Mejía-Cáceres, M. A., Huérfano, A., Reid, A., & Freire, L. (2021). Colombia's national policy of environmental education: A critical discourse analysis. Environmental Education Research, (27)4, 571–594. https://doi-org.ezproxy.muni.cz/10.1080/13504622.2020.1800594 | DOI 10.1080/13504622.2020.1800594
[32] Ministry of National Education. (1994). Decreto 1743 de 1994. República de Colombia. https://www.minambiente.gov.co/images/BosquesBiodiversidadyServiciosEcosistemicos/pdf/Normativa/Decretos/dec_1743_030894.pdf
[33] Ministry of National Education. (2010). Resolución 5443 de 2010. República de Colombia. https://www.mineducacion.gov.co/1759/articles-238090_archivo_pdf_resolucion_5443.pdf
[34] Ministry of National Education. (2016). Resolución 02041 de 2016. República de Colombia. https://www.mineducacion.gov.co/1759/articles-356144_recurso_1.pdf
[35] Ministry of Environment, & Ministry of National Education. (2002). Política Nacional de Educación Ambiental. República de Colombia. http://cmap.upb.edu.co/rid=1195259861703_152904399_919/politi-ca_educacion_amb.pdf
[36] Novo, M. (2009). La educación ambiental una genuina educación para el desarrollo sostenible. Revista de Educación, Special Issue, 195–217.
[37] Perry A., Amadeo C., Fletcher M., & Walker, E. (2010). Instinct or reason: How education policy is made and how we might make it better. CfBT Education Trust.
[38] Reid, A. (2003). Sensing environmental education research. Canadian Journal of Environmental Education, 8(1), 9–31.
[39] República de Colombia. (1892). Decreto 1238 de 1892. República de Colombia. http://www.suin-juriscol.gov.co/viewDocument.asp?ruta=Decretos/1249904
[40] República de Colombia. (1912). Decreto 0670 de 1912. República de Colombia. https://www.mineducacion.gov.co/1759/articles-102442_archivo_pdf.pdf
[41] República de Colombia. (1922). Ley 71 de 1922. República de Colombia. https://www.mineducacion.gov.co/1621/articles-102488_archivo_pdf.pdf
[42] República de Colombia. (1992). Ley 30 de 1992. República de Colombia. https://www.mineducacion.gov.co/1621/articles-86437_Archivo_pdf.pdf
[43] República de Colombia. (1994). Ley 115 de 1994. Ley General de Educación. República de Colombia. http://www.suin-juriscol.gov.co/ viewDocument.asp?ruta=Leyes/1645150
[44] República de Colombia. (1996a). Decreto 2082 de 1996. República de Colombia. https://www.mineducacion.gov.co/1759/articles-103323_archivo_pdf.pdf
[45] República de Colombia. (1996b). Decreto 0709 de 1996. República de Colombia. https://www.mineducacion.gov.co/1621/articles-86215_archivo_pdf.pdf
[46] República de Colombia, & Ministry of National Education. (2013). Sistma colombiano de formación de educadores y lineamientos políticos. https://siteal.iiep.unesco.org/sites/default/files/sit_accion_files/co_5011.pdf
[47] Sauvé, L. (2005). Uma cartografia das correntes em educação ambiental. In M. Sato & I. Carvalho (Eds.), Educação ambiental (pp. 17–45). Artmed.
[48] Sampieri, R., Collado, C., & Baptista, P. (2006). Metodología de la investigación. McGraw Hill.
[49] Şerbănescu, L. (2013). Educational policies on initial training for the teaching career in Romania. Procedia – Social and Behavioral Sciences, 76, 749–753. https://doi-org.ezproxy.muni.cz/10.1016/j.sbspro.2013.04.199 | DOI 10.1016/j.sbspro.2013.04.199
[50] Symeonidis V. (2017). Weaving the threads of a continuum: Teacher education in Hungary from the perspective of European developments. Studia paedagogica, 22(4), 131–149. https://doi-org.ezproxy.muni.cz/10.5817/SP2017-4-7 | DOI 10.5817/SP2017-4-7
[51] Scott, W. (2013). Developing the sustainable school: Thinking the issues through. The Curriculum Journal, 24(2), 181–205. https://doi-org.ezproxy.muni.cz/10.1080/09585176.2013.781375 | DOI 10.1080/09585176.2013.781375
[52] Sorrentino, M., Trajber, R., Mendonça, P., & Ferraro, L. A. Jr. (2005). Educação ambiental como política pública. Educação e Pesquisa, 31(2), 285–299. https://doi-org.ezproxy.muni.cz/10.1590/S1517-97022005000200010 | DOI 10.1590/S1517-97022005000200010
[53] Tristão, M. (2013). Uma abordagem filosófica da pesquisa em educação ambiental. Revista Brasileira de Educação, 18(55), 847–1059. https://doi-org.ezproxy.muni.cz/10.1590/S1413-24782013000400003 | DOI 10.1590/S1413-24782013000400003
[54] UNESCO. (2005). Understanding education quality. EFA Global Monitoring Report. http://www.unesco.org/education/gmr_download/chapter1.pdf
[55] Universidad del Valle. (2002a). Resolución 047 de 2002. República de Colombia.
[56] Universidad del Valle. (2002b). Resolución 026 de 2002. República de Colombia.
[57] Universidad del Valle. (2016a). Resolución 071 de 2016. República de Colombia. http://proxse16.univalle.edu.co/~secretariageneral/consejo-superior/resoluciones/2016/RCS_071.pdf
[58] Universidad del Valle. (2016b). Resolución 095 de 2016. República de Colombia. https://drive.google.com/file/d/1gLx8a0eD-xHyY-6nqTc2sJRKmPObwy9q/view
[59] Van Dijk, T. (2012). Discurso y contexto. Barcelona.
[60] Vanderlinde, R., & Van Brank, J. (2010). The gap between educational research and practice: Views of teachers, school leaders, intermediaries and researchers. British Educational Research Journal, 36(2), 299–316. https://doi-org.ezproxy.muni.cz/10.1080/01411920902919257 | DOI 10.1080/01411920902919257
[61] Vilanova, E. (2015). Educação em ciências e cidadanía: Mudança discursiva e modos de regulação na política do Programa Nacional do Livro Didático. Ciência & Educação (Bauru), 21(1), 177–197. https://doi-org.ezproxy.muni.cz/10.1590/1516-731320150010012 | DOI 10.1590/1516-731320150010012
[62] Wals, A. E. J., Brody, M., Dillon, J., & Stevenson, R. B. (2014). Convergence between science and environmental education. Science, 344, 583–584. https://doi-org.ezproxy.muni.cz/10.1126/science.1250515 | DOI 10.1126/science.1250515
[63] Wales, J., Magee, A., & Nicolai, S. (2016). How does political context shape education reforms and their success? Lessons from the Development Progress project. UNICEF Ethiopia. http://www.arabcampaignforeducation.org/functions.php?action=files&table=files&ID=349
[64] Zambrano, A., Salazar, T., Candela B., & Villa, L. (2013). Estado del arte de la investigación en Educación en Colombia: Un caso de los programas de formación doctoral en la nación. Tecné, Episteme, Didaxis, 41, 57–71. https://doi-org.ezproxy.muni.cz/10.17227/01203916.6032 | DOI 10.17227/01203916.6032
[2] Ball, S. (1994). Education reform: A critical and post-structural approach. Open University Press.
[3] Ball, S. (2006). Sociologia das políticas educacionais e pesquisa crítico-social: Uma revisão pessoal das políticas educacionais e da pesquisa em política educacional. Curriculo sem Fronteiras, 6(2), 10–32.
[4] Ball, S. (2015). What is policy? 21 years later: Reflections on the possibilities of policy research. Discourse: Studies in the Cultures' Politics of Education, 36(3), 306–313. https://doi-org.ezproxy.muni.cz/10.1080/01596306.2015.1015279 | DOI 10.1080/01596306.2015.1015279
[5] Ball, S. J., & Bowe, R. (1992). Subject departments and the implementation of National Curriculum policy: An overview of the issues. Journal of Curriculum Studies, 24(2), 97–115. https://doi-org.ezproxy.muni.cz/10.1080/0022027920240201 | DOI 10.1080/0022027920240201
[6] Berdugo Silva, N. C., & Montaño Renuma, W. Y. (2017). La educación ambiental en las instituciones de educación superior públicas acreditadas en Colombia. Revista Científica General José María Córdova, 15(20), 127–136. http://dx.doi.org.ezproxy.muni.cz/10.21830/19006586.178 | DOI 10.21830/19006586.178
[7] Bonnett, M. (2007). Environmental education and the issue of nature. Journal of Curriculum Studies, 39(6), 707–721. https://doi-org.ezproxy.muni.cz/10.1080/00220270701447149 | DOI 10.1080/00220270701447149
[8] Bonnett, M. (2013). Normalizing catastrophe: Sustainability and scientism. Environmental Education Research, 19(2), 187–197. https://doi-org.ezproxy.muni.cz/10.1080/13504622.2012.753414 | DOI 10.1080/13504622.2012.753414
[9] Borda, P., & Güelman, M. (2017). El campo de la investigación cualitiva y las características de los diseños cualitativos. In P. Borda, V. Dabenigno, B. Freidin, & M. Güelman (Eds.), Estrategias para el análisis de datos cualitativos (pp. 9–21). Instituto de Investigaciones Gino Germani.
[10] Bordin, T. M. (2015). Influências das políticas educacionais internacionais no currículo: Algumas incursões. Saberes, Revista Interdisciplinar de Filosofia e Educação, 1(11), 78–93.
[11] Carvalho, L. M., Carneiro Tomazello, M. G., & Oliveira, H. T. (2009). Pesquisa em educação ambiental: Panorama da produção brasileira e alguns de seus dilemas. Cadernos Cedes, 29(77), 13–27. https://doi-org.ezproxy.muni.cz/10.1590/S0101-32622009000100002 | DOI 10.1590/S0101-32622009000100002
[12] Chambers, J. M. (2008). Human/nature discourse in environmental science education resources. Canadian Journal of Environmental Education, 13(1), 107–121.
[13] Eurydice. (2018, May 23). The European higher education area in 2018: Bologna process implementation report. Publications Office of the European Union. https://eacea.ec.europa.eu/national-policies/eurydice/content/european-higher-education-area-2018-bologna-process-implementation-report_en
[14] Fairclough, N. (2008). El análisis crítico del discurso y la mercantilización del discurso público en las universidades. Discurso & Sociedad, 2(1), 170–185.
[15] Fensham, P. (2004). Definition and identity: The evolution of science education as a field of research. Kluwer Academic Publishers: Dorbrecht/London/Boston.
[16] Feyerabend, P. K. (1970). Consolations for the specialist. In I. Lakatos & A. Musgrave (Eds.), Criticism and the growth of knowledge (pp. 197–230). Cambridge University Press.
[17] Giuffré, L., Formento, S., & Ratto, S. (2007). Transversalidad de conceptos de educación ambiental para un desarrollo sostenible presentes en la legislación Argentina. Revista Ciencia del Suelo, 25(1), 75–80.
[18] Guimarães, M., & Vasconcellos, M. (2006). Relações entre educação ambiental e educação em ciências na complementaridade dos espaços formais e não formais de educação. Educar, 27, 147–162. https://doi-org.ezproxy.muni.cz/10.1590/S0104-40602006000100010 | DOI 10.1590/S0104-40602006000100010
[19] Gonzáles Gaudiano, E., & Arias Ortega, M. Á. (2014). La educación ambiental institucionalizada: Actos fallidos y horizontes de posibilidad. Perfiles Educativos, 31(124), 58–68. https://doi-org.ezproxy.muni.cz/10.22201/iisue.24486167e.2009.124.18835 | DOI 10.22201/iisue.24486167e.2009.124.18835
[20] Höfling de Mattos, E. (2001). Estado e políticas (públicas) sociais. Cadernos Cedes, 21(55), 30–41. http://dx.doi.org.ezproxy.muni.cz/10.1590/S0101-32622001000300003 | DOI 10.1590/S0101-32622001000300003
[21] Kushnir. I. (2016). The role of the Bologna Process in defining Europe. European Educational Research Journal, 15(6), 664–675. https://doi-org.ezproxy.muni.cz/10.1177/1474904116657549 | DOI 10.1177/1474904116657549
[22] Lähdemäki, J. (2019). Case study: The Finnish national curriculum 2016: A co-created national education policy. In J. Cook (Ed.), Sustainability, human well-being, and the future of education (pp. 397–422). Palgrave Macmillan, Cham. https://doi-org.ezproxy.muni.cz/10.1007/978-3-319-78580-6_13 | DOI 10.1007/978-3-319-78580-6_13
[23] Leff, E. (2006). Aventuras de la epistemología ambiental. Siglo XXI Editores.
[24] Loureiro, C. (2006). Complexidade e dialética: Contribuições à práxis política e emancipatória em educação ambiental. Educação e Sociedade, 27(94), 131–152.
[25] Lopes, A. (2004). Políticas curriculares: Continuidade ou mudança de rumos?. Revista Brasileira de Educação, 26, 109–118. https://doi-org.ezproxy.muni.cz/10.1590/S1413-24782004000200009 | DOI 10.1590/S1413-24782004000200009
[26] Jickling, B., & Wals, A. E. J. (2008). Globalization and environmental education: Looking beyond sustainable development. Journal of Curriculum Studies, 40(1), 1–21. https://doi-org.ezproxy.muni.cz/10.1080/00220270701684667 | DOI 10.1080/00220270701684667
[27] Mainardes, J. (2006). Abordagem do ciclo de políticas: Uma contribução para a análise de políticas educacionais. Educação e Sociedade, 27(94), 47–69. https://doi-org.ezproxy.muni.cz/10.1590/S0101-73302006000100003 | DOI 10.1590/S0101-73302006000100003
[28] Marcos, R. J. (2012). La política nacional de educación ambiental a la luz del cielo de las políticas públicas. Hontanar, 14(1), 71–88. https://doi-org.ezproxy.muni.cz/10.20453/hont.v14i1.2085 | DOI 10.20453/hont.v14i1.2085
[29] Mejía-Cáceres, M. A., Freire, L., & García, E. G. (Eds.). (2018). Educación en ciencias y educación ambiental en la formación de profesores: Un abordaje crítico y cultural. Programa Editorial Universidad del Valle.
[30] Mejía-Cáceres, M. A. (2019). De las estructuras sociales a los eventos comunicativos: Formación inicial de profesores de ciencias y educación ambiental en el contexto sociopolitico colombiano [Disertation theses]. Federal University of Rio de Janeiro. https://doi-org.ezproxy.muni.cz/10.13140/RG.2.2.16604.33922 | DOI 10.13140/RG.2.2.16604.33922
[31] Mejía-Cáceres, M. A., Huérfano, A., Reid, A., & Freire, L. (2021). Colombia's national policy of environmental education: A critical discourse analysis. Environmental Education Research, (27)4, 571–594. https://doi-org.ezproxy.muni.cz/10.1080/13504622.2020.1800594 | DOI 10.1080/13504622.2020.1800594
[32] Ministry of National Education. (1994). Decreto 1743 de 1994. República de Colombia. https://www.minambiente.gov.co/images/BosquesBiodiversidadyServiciosEcosistemicos/pdf/Normativa/Decretos/dec_1743_030894.pdf
[33] Ministry of National Education. (2010). Resolución 5443 de 2010. República de Colombia. https://www.mineducacion.gov.co/1759/articles-238090_archivo_pdf_resolucion_5443.pdf
[34] Ministry of National Education. (2016). Resolución 02041 de 2016. República de Colombia. https://www.mineducacion.gov.co/1759/articles-356144_recurso_1.pdf
[35] Ministry of Environment, & Ministry of National Education. (2002). Política Nacional de Educación Ambiental. República de Colombia. http://cmap.upb.edu.co/rid=1195259861703_152904399_919/politi-ca_educacion_amb.pdf
[36] Novo, M. (2009). La educación ambiental una genuina educación para el desarrollo sostenible. Revista de Educación, Special Issue, 195–217.
[37] Perry A., Amadeo C., Fletcher M., & Walker, E. (2010). Instinct or reason: How education policy is made and how we might make it better. CfBT Education Trust.
[38] Reid, A. (2003). Sensing environmental education research. Canadian Journal of Environmental Education, 8(1), 9–31.
[39] República de Colombia. (1892). Decreto 1238 de 1892. República de Colombia. http://www.suin-juriscol.gov.co/viewDocument.asp?ruta=Decretos/1249904
[40] República de Colombia. (1912). Decreto 0670 de 1912. República de Colombia. https://www.mineducacion.gov.co/1759/articles-102442_archivo_pdf.pdf
[41] República de Colombia. (1922). Ley 71 de 1922. República de Colombia. https://www.mineducacion.gov.co/1621/articles-102488_archivo_pdf.pdf
[42] República de Colombia. (1992). Ley 30 de 1992. República de Colombia. https://www.mineducacion.gov.co/1621/articles-86437_Archivo_pdf.pdf
[43] República de Colombia. (1994). Ley 115 de 1994. Ley General de Educación. República de Colombia. http://www.suin-juriscol.gov.co/ viewDocument.asp?ruta=Leyes/1645150
[44] República de Colombia. (1996a). Decreto 2082 de 1996. República de Colombia. https://www.mineducacion.gov.co/1759/articles-103323_archivo_pdf.pdf
[45] República de Colombia. (1996b). Decreto 0709 de 1996. República de Colombia. https://www.mineducacion.gov.co/1621/articles-86215_archivo_pdf.pdf
[46] República de Colombia, & Ministry of National Education. (2013). Sistma colombiano de formación de educadores y lineamientos políticos. https://siteal.iiep.unesco.org/sites/default/files/sit_accion_files/co_5011.pdf
[47] Sauvé, L. (2005). Uma cartografia das correntes em educação ambiental. In M. Sato & I. Carvalho (Eds.), Educação ambiental (pp. 17–45). Artmed.
[48] Sampieri, R., Collado, C., & Baptista, P. (2006). Metodología de la investigación. McGraw Hill.
[49] Şerbănescu, L. (2013). Educational policies on initial training for the teaching career in Romania. Procedia – Social and Behavioral Sciences, 76, 749–753. https://doi-org.ezproxy.muni.cz/10.1016/j.sbspro.2013.04.199 | DOI 10.1016/j.sbspro.2013.04.199
[50] Symeonidis V. (2017). Weaving the threads of a continuum: Teacher education in Hungary from the perspective of European developments. Studia paedagogica, 22(4), 131–149. https://doi-org.ezproxy.muni.cz/10.5817/SP2017-4-7 | DOI 10.5817/SP2017-4-7
[51] Scott, W. (2013). Developing the sustainable school: Thinking the issues through. The Curriculum Journal, 24(2), 181–205. https://doi-org.ezproxy.muni.cz/10.1080/09585176.2013.781375 | DOI 10.1080/09585176.2013.781375
[52] Sorrentino, M., Trajber, R., Mendonça, P., & Ferraro, L. A. Jr. (2005). Educação ambiental como política pública. Educação e Pesquisa, 31(2), 285–299. https://doi-org.ezproxy.muni.cz/10.1590/S1517-97022005000200010 | DOI 10.1590/S1517-97022005000200010
[53] Tristão, M. (2013). Uma abordagem filosófica da pesquisa em educação ambiental. Revista Brasileira de Educação, 18(55), 847–1059. https://doi-org.ezproxy.muni.cz/10.1590/S1413-24782013000400003 | DOI 10.1590/S1413-24782013000400003
[54] UNESCO. (2005). Understanding education quality. EFA Global Monitoring Report. http://www.unesco.org/education/gmr_download/chapter1.pdf
[55] Universidad del Valle. (2002a). Resolución 047 de 2002. República de Colombia.
[56] Universidad del Valle. (2002b). Resolución 026 de 2002. República de Colombia.
[57] Universidad del Valle. (2016a). Resolución 071 de 2016. República de Colombia. http://proxse16.univalle.edu.co/~secretariageneral/consejo-superior/resoluciones/2016/RCS_071.pdf
[58] Universidad del Valle. (2016b). Resolución 095 de 2016. República de Colombia. https://drive.google.com/file/d/1gLx8a0eD-xHyY-6nqTc2sJRKmPObwy9q/view
[59] Van Dijk, T. (2012). Discurso y contexto. Barcelona.
[60] Vanderlinde, R., & Van Brank, J. (2010). The gap between educational research and practice: Views of teachers, school leaders, intermediaries and researchers. British Educational Research Journal, 36(2), 299–316. https://doi-org.ezproxy.muni.cz/10.1080/01411920902919257 | DOI 10.1080/01411920902919257
[61] Vilanova, E. (2015). Educação em ciências e cidadanía: Mudança discursiva e modos de regulação na política do Programa Nacional do Livro Didático. Ciência & Educação (Bauru), 21(1), 177–197. https://doi-org.ezproxy.muni.cz/10.1590/1516-731320150010012 | DOI 10.1590/1516-731320150010012
[62] Wals, A. E. J., Brody, M., Dillon, J., & Stevenson, R. B. (2014). Convergence between science and environmental education. Science, 344, 583–584. https://doi-org.ezproxy.muni.cz/10.1126/science.1250515 | DOI 10.1126/science.1250515
[63] Wales, J., Magee, A., & Nicolai, S. (2016). How does political context shape education reforms and their success? Lessons from the Development Progress project. UNICEF Ethiopia. http://www.arabcampaignforeducation.org/functions.php?action=files&table=files&ID=349
[64] Zambrano, A., Salazar, T., Candela B., & Villa, L. (2013). Estado del arte de la investigación en Educación en Colombia: Un caso de los programas de formación doctoral en la nación. Tecné, Episteme, Didaxis, 41, 57–71. https://doi-org.ezproxy.muni.cz/10.17227/01203916.6032 | DOI 10.17227/01203916.6032