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U. Maruyama et al.
– teaching must be associated with extension, in a contextualized formation in contemporary social issues;
– research teaching aims competences development that aim to introduce students
to basic forms of research, which, aiming at generating knowledge, providing
subsidies for teaching activity itself;
– research, observing the social context, can produce intervention tools, as well as
the extension can attend to those realities known through research.
Therefore, educational institution must be committed to a training that, by knowledge excellence, integral formation, responsible citizenship to sustainable environment, becoming aware of collective subjects and social accountability. Thus, Cefet/RJ
main initiatives bring together all educational institution players, presented to provide
adequate environment for sustainable reality, aligned with Global Objectives for Sustainable Development (2015) and the Declaration for Higher Education Institutions,
emerged during Rio+20.
4 Teaching Environmental Agenda
Because it is everyone’s responsibility, Environmental Education has become a crosscutting theme, a concern for all, from schools to universities and from the entire
community where the individual is inserted. Henceforth, it gives people a critical and
global understanding of the environment. This becomes the key to elucidating values
and developing attitudes that allow us to adopt a critical and participative position
on issues related to conservation and the adequate use of natural resources, with a
view to improving the quality of life, eliminating extreme poverty and unbridled
consumerism (Brasil 2002, p. 103).
Wiek et al. (2011) based on their study reflected the growing interest in developing
a converging set of key competencies that can guide the design of programs and
courses in sustainability, teaching and learning evaluations, training faculty and staff.
As a learning organization (Senge 1990), Cefet/RJ deploys its purpose in Teaching
within its basic characteristics:
I - technological education, increasing incorporation of new methods and processes; II -
priority action in technological area; III - theory with practice; IV - vertical articulation and
integration of technological education at different levels and modalities of teaching, work,
science and technology; V - offering undergraduate and post-graduate higher education in
technological areas; VI - offering specialized training at all levels of education, taking into
account trends in the productive sector and technological development; VII - conducting
applied research; VIII - covering different levels and modalities of teaching, observing qualification required in each case; IX - shared use of laboratories and human resources by
different levels and modalities of education; X - development of educational process that
permanently favors the transformation of knowledge into goods and services, for the benefit
of society; XI - flexible, rational organizational structure adapted to its peculiarities and
objectives; XII - integration of educational actions with the expectations of society and the
trends of the productive sector (Cefet/RJ 2010b).
U. Maruyama et al.
– teaching must be associated with extension, in a contextualized formation in contemporary social issues;
– research teaching aims competences development that aim to introduce students
to basic forms of research, which, aiming at generating knowledge, providing
subsidies for teaching activity itself;
– research, observing the social context, can produce intervention tools, as well as
the extension can attend to those realities known through research.
Therefore, educational institution must be committed to a training that, by knowledge excellence, integral formation, responsible citizenship to sustainable environment, becoming aware of collective subjects and social accountability. Thus, Cefet/RJ
main initiatives bring together all educational institution players, presented to provide
adequate environment for sustainable reality, aligned with Global Objectives for Sustainable Development (2015) and the Declaration for Higher Education Institutions,
emerged during Rio+20.
4 Teaching Environmental Agenda
Because it is everyone’s responsibility, Environmental Education has become a crosscutting theme, a concern for all, from schools to universities and from the entire
community where the individual is inserted. Henceforth, it gives people a critical and
global understanding of the environment. This becomes the key to elucidating values
and developing attitudes that allow us to adopt a critical and participative position
on issues related to conservation and the adequate use of natural resources, with a
view to improving the quality of life, eliminating extreme poverty and unbridled
consumerism (Brasil 2002, p. 103).
Wiek et al. (2011) based on their study reflected the growing interest in developing
a converging set of key competencies that can guide the design of programs and
courses in sustainability, teaching and learning evaluations, training faculty and staff.
As a learning organization (Senge 1990), Cefet/RJ deploys its purpose in Teaching
within its basic characteristics:
I - technological education, increasing incorporation of new methods and processes; II -
priority action in technological area; III - theory with practice; IV - vertical articulation and
integration of technological education at different levels and modalities of teaching, work,
science and technology; V - offering undergraduate and post-graduate higher education in
technological areas; VI - offering specialized training at all levels of education, taking into
account trends in the productive sector and technological development; VII - conducting
applied research; VIII - covering different levels and modalities of teaching, observing qualification required in each case; IX - shared use of laboratories and human resources by
different levels and modalities of education; X - development of educational process that
permanently favors the transformation of knowledge into goods and services, for the benefit
of society; XI - flexible, rational organizational structure adapted to its peculiarities and
objectives; XII - integration of educational actions with the expectations of society and the
trends of the productive sector (Cefet/RJ 2010b).