Inserção de sistemas solares fotovoltaicos em instituições de ensino : Contribuições à promoção da sustentabilidade

Abstract

The way many social actors apprehend the environment and formulate a type of common sense, which is based on everyday perceptions, defines a statistically prevailing manner of understanding and acting. Formal teaching spaces are acknowledged as relevantly powerful to promote sustainability. Thus, in addition to (re)producing knowledge, such spaces must assume the ethical obligation of incorporating daily actions aimed at sustainable development. Currently, the conceptual bases and grounds for the insertion of renewable energy technologies in teaching spaces entail the appropriation of knowledge, practices and benefits of promoting sustainability. Such an insertion aims at fostering sustainable actions not only for saving kWh, but also for disseminating good practices, knowledge and socio-environmental advantages derived from these renewable energy technologies, by incorporating them into the teachinglearning process and/or by training personnel and students. For this reason the Project for the Implementation of Photovoltaic Solar Panels on campuses of the Federal Institute of Education, Science and Technology of Rio Grande do Norte - Projeto IFRN Solar was explored and a representative board was made containing teachers’ and students’ various perceptions of the presence of photovoltaic technology in everyday school life, accounting for. Some actions are proposed in order to enable Projeto IFRN Solar’s contribution to instruction as well as to the appropriation of its benefits by society and bestowing a greater role to topics related to renewable energy in education, which is proposed by the National Curricular Parameters.