Sustainable Development in Basic Education Sciences in Portugal—Perspective of Official Curriculum Documents
Abstract
:1. Introduction
“Living better on planet Earth presupposes critical and thoughtful human intervention, aiming at sustainable development that, considering the Science, Technology, Society and Environment interaction, is based on social and ethical options and on scientific knowledge, enlightened on the dynamics of systemic relationships that characterize the natural world and on the influence of these relationships on individual and community health” [8].(p. 133)
“… reference for the decisions to be adopted by decision-makers and educational actors at the level of educational establishments and entities responsible for educational policies, constituting a common matrix for all schools and educational offerings within the scope of compulsory education, namely at the curricular level, in the planning, implementation, and internal and external evaluation of teaching and learning” [12].(p. 6)
2. Methodology
3. Results
3.1. References by Dimension, Category, and Subcategory of Analysis of the Entire Corpus
3.2. References of Transversal Documents (Documents 10 and 11 of the Corpus)
3.3. References of “Essential Learning” (Documents 1 to 9 of the Corpus)
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Document Organization | Documents |
---|---|
Essential Learning | |
| Essential Learning. Environmental Studies. First grade [21] Essential Learning. Environmental Studies. Second grade [22] Essential Learning. Environmental Studies. Third grade [23] Essential Learning. Environmental Studies. Fourth grade [24] |
| Essential Learning. Natural Sciences. Fifth grade [25] Essential Learning. Natural Sciences. Sixth grade [26] |
| Essential Learning. Natural Sciences. Seventh grade [27] Essential Learning. Natural Sciences. Eighth grade [28] Essential Learning. Natural Sciences. Ninth grade [29] |
Student Profile | Student Profile at Completion of Compulsory Education [13] |
Environmental Education for Sustainability | Referential Environmental Education for Sustainability [15] |
Code | Documents | Characterization |
---|---|---|
1 | Essential Learning. Environmental Studies. First grade | Guiding document |
2 | Essential Learning. Environmental Studies. Second grade | Guiding document |
3 | Essential Learning. Environmental Studies. Third grade | Guiding document |
4 | Essential Learning. Environmental Studies. Fourth grade | Guiding document |
5 | Essential Learning. Natural Sciences. Fifth grade | Guiding document |
6 | Essential Learning. Natural Sciences. Sixth grade | Guiding document |
7 | Essential Learning. Natural Sciences. Seventh grade | Guiding document |
8 | Essential Learning. Natural Sciences. Eighth grade | Guiding document |
9 | Essential Learning. Natural Sciences. Ninth grade | Guiding document |
10 | Student Profile at Completion of Compulsory Education | Transversal document |
11 | Referential Environmental Education for Sustainability | Transversal document |
Documents Analyzed | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | |
---|---|---|---|---|---|---|---|---|---|---|---|---|
E N V I R O N M E N T A L | Planetary Limits | 1 | 0 | 1 | 6 | 9 | 2 | 3 | 9 | 0 | 0 | 96 |
A | 0 | 0 | 1 | 2 | 5 | 0 | 2 | 3 | 0 | 0 | 41 | |
B | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 12 | |
C | 1 | 0 | 0 | 1 | 1 | 2 | 1 | 5 | 0 | 0 | 29 | |
D | 0 | 0 | 0 | 2 | 3 | 0 | 0 | 1 | 0 | 0 | 14 | |
Ecosystems | 2 | 11 | 7 | 8 | 19 | 7 | 1 | 30 | 0 | 0 | 98 | |
E | 0 | 0 | 1 | 0 | 2 | 1 | 1 | 12 | 0 | 0 | 9 | |
F | 0 | 0 | 1 | 2 | 0 | 0 | 0 | 4 | 0 | 0 | 6 | |
G | 0 | 3 | 1 | 2 | 7 | 1 | 0 | 4 | 0 | 0 | 17 | |
H | 2 | 4 | 1 | 3 | 8 | 3 | 0 | 4 | 0 | 0 | 26 | |
I | 0 | 1 | 1 | 1 | 1 | 0 | 0 | 2 | 0 | 0 | 20 | |
J | 0 | 2 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 18 | |
K | 0 | 1 | 1 | 0 | 1 | 1 | 0 | 4 | 0 | 0 | 2 | |
Science, Technology, and Society | 5 | 3 | 4 | 3 | 2 | 7 | 5 | 3 | 8 | 5 | 11 | |
L | 5 | 2 | 3 | 3 | 2 | 5 | 5 | 1 | 7 | 4 | 11 | |
M | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | |
N | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 1 | 1 | 0 | 0 | |
E C O N O M I C | Consumption | 0 | 1 | 0 | 2 | 1 | 1 | 0 | 0 | 0 | 0 | 81 |
O | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 19 | |
P | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 62 | |
Economic Growth and Environmental and Social Impacts | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 8 | |
Q | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | |
R | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 4 | |
S | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | |
S O C I O C U L T U R A L | Ethics, Citizenship, and Education | 4 | 2 | 2 | 0 | 0 | 1 | 3 | 0 | 2 | 33 | 262 |
T | 2 | 2 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 7 | 50 | |
U | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 108 | |
V | 0 | 0 | 1 | 0 | 0 | 1 | 3 | 0 | 2 | 23 | 104 | |
X | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | |
Cultural Diversity | 2 | 2 | 0 | 3 | 0 | 0 | 0 | 0 | 0 | 5 | 13 | |
W | 1 | 2 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 2 | 6 | |
Y | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | |
Z | 1 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 3 | 7 | |
Human Rights | 3 | 4 | 1 | 4 | 0 | 0 | 0 | 0 | 0 | 32 | 21 | |
AA | 0 | 2 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 2 | 6 | |
AB | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 9 | |
AC | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 5 | |
AD | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 13 | 0 | |
AE | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | |
AF | 1 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 14 | 0 |
DOCUMENTS | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | Total BE | 10 | 11 | Total Transversal Documents | Total |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Environmental Dimension | 8 | 14 | 12 | 17 | 30 | 16 | 9 | 42 | 8 | 156 | 5 | 205 | 210 | 366 |
Economic Dimension | 0 | 1 | 0 | 2 | 1 | 1 | 0 | 0 | 0 | 5 | 1 | 89 | 90 | 95 |
Sociocultural Dimension | 9 | 8 | 3 | 7 | 0 | 1 | 3 | 0 | 2 | 33 | 70 | 296 | 366 | 399 |
TOTAL | 17 | 23 | 15 | 26 | 31 | 18 | 12 | 42 | 10 | 194 | 76 | 590 | 666 | 860 |
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João, P.; Sá, P.; Henriques, M.H.; Rodrigues, A.V. Sustainable Development in Basic Education Sciences in Portugal—Perspective of Official Curriculum Documents. Sustainability 2022, 14, 5651. https://doi.org/10.3390/su14095651
João P, Sá P, Henriques MH, Rodrigues AV. Sustainable Development in Basic Education Sciences in Portugal—Perspective of Official Curriculum Documents. Sustainability. 2022; 14(9):5651. https://doi.org/10.3390/su14095651
Chicago/Turabian StyleJoão, Patrícia, Patrícia Sá, Maria Helena Henriques, and Ana V. Rodrigues. 2022. "Sustainable Development in Basic Education Sciences in Portugal—Perspective of Official Curriculum Documents" Sustainability 14, no. 9: 5651. https://doi.org/10.3390/su14095651