Os Objetivos de Desenvolvimento Sustentável: a presença feminina na Faculdade de Ciências e Letras de Assis (2005-2018)
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Data
2022-05-24
Autores
Amarante, Cíntia Verza
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A pesquisa tem como horizonte ideal os Objetivos de Desenvolvimento Sustentável (ODS) para compreender a presença feminina na Faculdade de Ciências e Letras de Assis (FCL). A Agenda, elaborada pelos países-membros das Nações Unidas e ratificada pelo governo brasileiro, reúne 17 objetivos e 169 metas para alcançar o desenvolvimento sustentável até 2030. A articulação entre as esferas política, econômica, social, ambiental e cultural orientam as diretrizes do documento, cujo objetivo principal é a erradicação da pobreza e a superação das desigualdades sociais. Ao longo dos anos, emergiram extensos debates sobre a inserção do conceito de gênero como uma categoria analítica no desenvolvimento sustentável e esta preocupação ganha espaço na Agenda com a definição da Igualdade de Gênero como um objetivo específico. Em suas metas são apontadas a definição de ações, nos âmbitos públicos e privados, para garantir os direitos e o bem-estar de mulheres e meninas e expandir sua participação social. Entre as estratégias, estão presentes o acesso à educação e ao mercado de trabalho. Esta relação alinha as propostas da educação para o desenvolvimento sustentável, dando centralidade às instituições de ensino para a construção de valores, individuais e coletivos, pautados na sustentabilidade e na expansão das liberdades de mulheres e meninas. A Década da Educação para o Desenvolvimento Sustentável (2005-2014), coordenada pela UNESCO, inicia o recorte temporal desta pesquisa na medida em que considera as instituições de ensino superior como estratégicas para alcançar a Igualdade de Gênero no contexto do desenvolvimento sustentável. Tendo como metodologia de pesquisa o desenvolvimento de capacidades, analisamos o potencial da FCL de Assis como uma instituição promotora do ODS quatro (Educação de Qualidade) e cinco (Igualdade de Gênero) por meio da oferta de formação profissional em nível superior e de empregos formais para a população feminina. Concluímos que a intensa presença de mulheres na instituição e a formação de professoras para a educação básica confirmam a hipótese apresentada. Contudo, os resultados não são consequência de uma política da instituição em compromisso com a Agenda 2030, visto que poucas são as ações existentes voltadas para o alcance dos ODS.
The research has as its ideal horizon the Sustainable Development Goals (SDGs) to understand the female presence in the Faculty of Sciences and Letters of Assis (FSL). The Agenda prepared by the member countries of the United Nations and ratified by the Brazilian government brings together 17 objectives and 169 goals to achieve sustainable development by 2030. The articulation between political, economic, social, environmental and cultural spheres guide the guidelines of the document, whose main objective is the eradication of poverty and the overcoming of social inequalities. Over the years, extensive debates have emerged about the insertion of the concept of gender as an analytical category in sustainable development and this concern gains space in the Agenda with the definition of Gender Equality as a specific objective. Its goals include the definition of actions, in the public and private spheres, to guarantee the rights and well-being of women and girls and expand their social participation. Among the strategies are access to education and the job market, so that one is complementary to the other. This relationship aligns the proposals of education for sustainable development, giving centrality to educational institutions for the construction of individual and collective values, based on sustainability and the expansion of the freedoms of women and girls. The Decade of Education for Sustainable Development (2005-2014), coordinated by UNESCO, begins the time frame of this research as it considers higher education institutions as strategic to achieve Gender Equality in the context of sustainable development. Using the development of capacities as a methodology of research, we analysed the FSL of Assis as an institution that promotes SDGs four (Quality Education) and five (Gender Equality) through the provision of higher-level vocational training and formal jobs for the female population. We conclude that the intense presence of women in the institution and the training of teachers for basic education confirm the hypothesis presented. However, the results are not a consequence of an institution’s policy committed to the 2030 Agenda, as there are few existing actions aimed at achieving the SDG.
The research has as its ideal horizon the Sustainable Development Goals (SDGs) to understand the female presence in the Faculty of Sciences and Letters of Assis (FSL). The Agenda prepared by the member countries of the United Nations and ratified by the Brazilian government brings together 17 objectives and 169 goals to achieve sustainable development by 2030. The articulation between political, economic, social, environmental and cultural spheres guide the guidelines of the document, whose main objective is the eradication of poverty and the overcoming of social inequalities. Over the years, extensive debates have emerged about the insertion of the concept of gender as an analytical category in sustainable development and this concern gains space in the Agenda with the definition of Gender Equality as a specific objective. Its goals include the definition of actions, in the public and private spheres, to guarantee the rights and well-being of women and girls and expand their social participation. Among the strategies are access to education and the job market, so that one is complementary to the other. This relationship aligns the proposals of education for sustainable development, giving centrality to educational institutions for the construction of individual and collective values, based on sustainability and the expansion of the freedoms of women and girls. The Decade of Education for Sustainable Development (2005-2014), coordinated by UNESCO, begins the time frame of this research as it considers higher education institutions as strategic to achieve Gender Equality in the context of sustainable development. Using the development of capacities as a methodology of research, we analysed the FSL of Assis as an institution that promotes SDGs four (Quality Education) and five (Gender Equality) through the provision of higher-level vocational training and formal jobs for the female population. We conclude that the intense presence of women in the institution and the training of teachers for basic education confirm the hypothesis presented. However, the results are not a consequence of an institution’s policy committed to the 2030 Agenda, as there are few existing actions aimed at achieving the SDG.
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Palavras-chave
Educação para o desenvolvimento sustentável, Faculdade de Ciências e Letras de Assis, História Ambiental, Igualdade de Gênero, Objetivos de Desenvolvimento Sustentável, Education for Sustainable Development, Faculty of Science and Letters of Assis, Environmental History, Gender equality, Sustainable Development Goals