Abstract
Education goes through many challenges in this technological society. The teacher development paradigm being followed remains the one based on the industrial society; and teachers in all levels, including higher education, do not understand what sustainable development in higher education is. Some of them are “green pacers”; others have never heard about the subject. This paper presents some results of a project on teacher a development program which deals with the adequate use of digital technologies in technical, vocational and higher education at public school in the state of Paraná and describes some of the changes that have been occurring both at elementary and secondary schools. The emphasis is not only on the use of digital artifacts but on the changes that digital technology provokes in knowledge management and in the learning and teaching process. It discusses the necessity of teachers being able to understand sustainability as a survival issue, which cannot be forgotten in education; on the contrary, it needs to be incorporated by teachers and also by students with autonomy, creativity, respect and collaborative work. The project aims to work with teachers in an interdisciplinary dimension incorporating transmedia and digital curation. Transmedia permits different narratives of the same subject to be represented in different media and digital curation permits to gather scientific knowledge on a defined issue according to students and teachers levels in an ocean of garbage available on the web. This paper will be useful to people looking for a new trend on preparing teachers for higher education from sustainable development viewpoint.
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Notes
- 1.
This citation was translated from Portuguese by Cortelazzo.
- 2.
“Programa de Desenvolvimento Educacional (PDE) is a state public policy ruled by the Complementary Law n. 103 of March 15, 2004, setting the dialogue between higher education and basic education teachers through theoretical and practical activities resulting knowledge production and qualitative change in teaching practice in local schools” (SEED 2012).
- 3.
UNESCO 2013, Annex 1, p. 2.
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Cortelazzo, I.B. (2015). Preparing Teachers for Sustainable Development in Higher Education. In: Leal Filho, W., Azeiteiro, U., Caeiro, S., Alves, F. (eds) Integrating Sustainability Thinking in Science and Engineering Curricula. World Sustainability Series. Springer, Cham. https://doi.org/10.1007/978-3-319-09474-8_1
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