Research Collective on Environmental Education in Higher Education in Latin America and the Caribbean

Descriptors

1. SPATIAL CONTEXT

1.1. Geographical location of the thesis fieldwork (if there is fieldwork)

Refers to the geographical locations where the fieldwork of the research is carried out. The locations, provinces, or regions where the fieldwork of the research is focused are specified. This may be different from the jurisdiction where the Higher Institution that conducted the postgraduate thesis is located. Separate the locations with a semicolon. For example, for two locations (note that there is no period after Colombia): Bragado, province of Buenos Aires, Argentina; Ibagué, department of Tolima, Colombia.

1.2. Type of geographical universe of the research

Refers to the type of space addressed in the content of the thesis (rural, urban, rural-urban, others). You can select more than one option. Use the Others option only if the thesis is developed in an unclassified geographical universe.

2. EDUCATIONAL/EDUCATIONAL CONTEXTS

Indicative descriptor of the educational context covered by the research, either in relation to any fieldwork or in the direction of reflection for an educational context according to the intention of the research author. This descriptor is divided into four fields (contexts) -school, non-school, policy and/or management in educational processes and environment and "others"- which can be the focus of the school context and the non-school context in a single research.

2.1. Non-School Context

Identifies the elements that show the direction of the work for non-school educational processes or related to informal or non-formal education, aimed at the general population or specific groups of the population.

2.2. School Context

Identifies the elements that have a direction or concern of the author with a certain level of school education. The terminology used for the levels tried to follow the National Education Law (LEN) No. 26.206/2006. The structure of the National Educational System comprises four levels and eight modalities

a) Educational levels (as stated in the LEN)

i) Early Education: constitutes a pedagogical unit and includes children from forty-five days to five years of age. Early childhood/early education/first childhood (0-5/6 years).

ii) Primary Education: constitutes a pedagogical and organizational unit aimed at the education of children from six years of age. Elementary/Primary school (6-11/12 years).

iii) Secondary Education: constitutes a pedagogical and organizational unit aimed at adolescents and young people who have completed the Primary Education level. Secondary Education is divided into two (2) cycles: one (1) Basic Cycle, common to all orientations, and one (1) Oriented Cycle, diversified according to different areas of knowledge, the social world, and work. It also includes Secondary Level Technical Professional Education. Middle school/high school (12-17/18 years).

iv) Higher Education: Includes the educational proposals of university education institutions, comprising universities and university institutes, undergraduate (intermediate and post-titles), graduate, and postgraduate degrees; and also all training options of non-university higher education institutions, whether teacher training, humanistic, social, technical-professional, or artistic. Includes works related to university extension programs or non-university higher education institutes.

v) Others: includes, for example, qualifications such as vocational training that require only completed primary education.

b) Educational modalities (according to LEN)

i) Technical Professional Education: it is the modality of Secondary Education and Higher Education responsible for the training of medium-level technicians and higher technicians in specific occupational areas and professional training.

ii) Special Education: it is the modality of the educational system aimed at ensuring the right to education of people with temporary or permanent disabilities, in all levels and modalities of the Educational System.

iii) Artistic Education:

• Training in various artistic languages for children and adolescents, in all levels and modalities.

• The artistic modality aimed at specific training at the Secondary Level for students who choose to follow it.

• Artistic training provided in Higher Education Institutes, which includes teacher training in various artistic languages for different educational levels and specific artistic careers.

iv) Permanent Education of Youth and Adults: it is the educational modality aimed at guaranteeing literacy and meeting school attendance requirements for those who have not completed it at the regulatory age, and providing educational opportunities throughout life.

v) Rural Education: it is the modality of the educational system of the levels of Early, Primary, and Secondary Education aimed at guaranteeing compulsory schooling through forms appropriate to the needs and particularities of the population living in rural areas.

vi) Intercultural Bilingual Education: it is the modality of the educational system of the levels of Early, Primary, and Secondary Education that guarantees the constitutional right of indigenous peoples to receive an education that contributes to preserving and strengthening their cultural patterns, language, worldview, and ethnic identity; to actively participate in a multicultural world and improve their quality of life.

vii) Education in Contexts of Deprivation of Liberty: it is the modality of the educational system aimed at guaranteeing the right to education of all persons deprived of liberty, to promote their integral formation and full development.

viii) Home and Hospital Education: it is the modality of the educational system in the levels of Early, Primary, and Secondary Education, aimed at guaranteeing the right to education of students who, for health reasons, are unable to attend an educational institution regularly at the levels of compulsory education for periods of thirty (30) consecutive days or more.

2.3. Policy and/or Management in Educational Processes and Environment

Includes works that focus on the analysis of public or private management policies in educational processes and the environment.

2.4. Others

Identifies works that do not relate to any specific educational context, whether school or non-school, that is, works that relate to the educational phenomenon without yet making specific reference to any educational space or level.