512
A. C. W. Z. Jayme et al.
The institution was one of only two representatives in Brazil to be part of the task
force that defined the UN Principles for Responsible Management Education (PRME)
in 2006. The initiative aims to make educational institutions include into their
management processes and curriculum the promotion of the vision of development
based on social justice, economic viability and environmental preservation.
As signatory of the UN PRME, ISAE (Instituto Superior de Administração e
Economia) created a specific methodology for one of the disciplines of the Professional Master’s Program which invite students to reflect and reconceptualize the
expression ‘sustainable development’. Therefore, this research aims to analyze the
perspectives created by the studies compared to the historical context. It is a qualitative study of bibliographic research, using subjective interpretation (Feil and
Schreiber 2017) to understand what is new and what remains at the essence of
these definitions. The study was conducted in 2019 and analyzed the productions of
master’s students from 2013 to 2019.
2 Sustainability and Sustainable Development: Conceptual
Implications
Literature presents multiple interpretations of sustainability and sustainable development (Stepanyan et al. 2013; Lindsey 2011). For Mazlooni and Hassan (2008) there
are still many disputes about the scope of the concept and its multiple interpretations.
Mori and Christodoulou (2012) advocates that interpretation of this term as inconsistent and with a high degree of ambiguity, which causes a deep misunderstanding of
the problems related to poverty, environmental degradation and the role of economic
growth (Slimane 2012).
According to Feil and Schreiber (2017), sustainability gained space and visibility
due to discussions on the relationships between human and environment, especially
by correlating the themes of global ecology and economic development.
The first records that refer to the idea of sustainability can be found in the period
from 1713 to 1987 in various publications and discussions, however, without a
consistent conceptualization of its meaning (Feil and Schreiber 2017). The centenary
between 1760 and 1860 was marked as a period of recognition of trade-offs inherent
between generating wealth and social justice. Following the late 19th and early twentieth centuries, natural scientists and ecologists who supported a discussion between
anthropocentric conservationists versus biocentric preservatives gain to prominence
in history.
Sequentially, at the 1970s more institutionalized movement focused on the environmental issue. An institutional perspective is the conception of a particular subject
reflects the action and influence of large groups/institutions, “… whose performance
influenced and influences the way society conceives the issue…” (Siena et al. 2012,
p. 64).
A. C. W. Z. Jayme et al.
The institution was one of only two representatives in Brazil to be part of the task
force that defined the UN Principles for Responsible Management Education (PRME)
in 2006. The initiative aims to make educational institutions include into their
management processes and curriculum the promotion of the vision of development
based on social justice, economic viability and environmental preservation.
As signatory of the UN PRME, ISAE (Instituto Superior de Administração e
Economia) created a specific methodology for one of the disciplines of the Professional Master’s Program which invite students to reflect and reconceptualize the
expression ‘sustainable development’. Therefore, this research aims to analyze the
perspectives created by the studies compared to the historical context. It is a qualitative study of bibliographic research, using subjective interpretation (Feil and
Schreiber 2017) to understand what is new and what remains at the essence of
these definitions. The study was conducted in 2019 and analyzed the productions of
master’s students from 2013 to 2019.
2 Sustainability and Sustainable Development: Conceptual
Implications
Literature presents multiple interpretations of sustainability and sustainable development (Stepanyan et al. 2013; Lindsey 2011). For Mazlooni and Hassan (2008) there
are still many disputes about the scope of the concept and its multiple interpretations.
Mori and Christodoulou (2012) advocates that interpretation of this term as inconsistent and with a high degree of ambiguity, which causes a deep misunderstanding of
the problems related to poverty, environmental degradation and the role of economic
growth (Slimane 2012).
According to Feil and Schreiber (2017), sustainability gained space and visibility
due to discussions on the relationships between human and environment, especially
by correlating the themes of global ecology and economic development.
The first records that refer to the idea of sustainability can be found in the period
from 1713 to 1987 in various publications and discussions, however, without a
consistent conceptualization of its meaning (Feil and Schreiber 2017). The centenary
between 1760 and 1860 was marked as a period of recognition of trade-offs inherent
between generating wealth and social justice. Following the late 19th and early twentieth centuries, natural scientists and ecologists who supported a discussion between
anthropocentric conservationists versus biocentric preservatives gain to prominence
in history.
Sequentially, at the 1970s more institutionalized movement focused on the environmental issue. An institutional perspective is the conception of a particular subject
reflects the action and influence of large groups/institutions, “… whose performance
influenced and influences the way society conceives the issue…” (Siena et al. 2012,
p. 64).