516
A. C. W. Z. Jayme et al.
Exactly with regard to the essence of this second principle is that Paulo Freire
Method relates to the exercise of a sustainable development reconceptualization
developed by ISAE’s Master’s classes and presented in the sequence.
3 New Perspectives
3.1 Institutional Context
Instituto Superior de Administração e Economia (ISAE) is characterized as a higher
education institution in the non-profit model, based in Curitiba in southern Brazil,
which offers the Professional Master’s degree in Governance and Sustainability,
unprecedented in the Country, since 2013.
The school has built a reputation for promoting responsible executive education
after becoming a signatory to the United Nations Global Compact in 2004, and subsequently participating in the task force that outlined the Principles for Responsible
Management Education (PRME) from the UN.
Currently, ISAE is among the most active PRME group of schools known as
Champions Group and is part of the Board of Directors committee of the Global
PRME, being that person the President of the institution. This position of relevance requires the implementation of practices that promote education for sustainability within the academic curriculum of Higher Education Institutes (HEI) and,
consequently of the 2030 Agenda for Sustainable Development.
According to Morin (2014), promoting education for sustainability implies the
adoption of pedagogical practices for a transformative education based on the human
condition, on the development of understanding, sensibility and ethics, cultural diversity, plurality of individuals, and that it enables the construction of a knowledge of a
transdisciplinary nature, involving individual-society-nature relationships.
The same term can also be found as one of the goals of the 2030 Agenda for
Sustainable Development, in the UN, and it is composed of the 17 Sustainable Development Goals (SDGs). The 2030 Agenda, launched in 2015, addresses a series of 17
goals and 169 aims that focus on solving a wide range of challenges encompassing
5 main points: people, planet, prosperity, peace and partnerships (Parkes 2017).
The 4th objective stipulates the duty of nations to “Ensure inclusive, equitable
and quality education, and to promote lifelong learning opportunities for all and
everyone.” Among its goals, sustainability education is understood as the need to:
… ensure that all students acquire the necessary knowledge and skills to promote sustainable development, including, among others, through sustainable development education and
sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and
non-violence, global citizenship, valuing cultural diversity and the contribution of culture to
sustainable development. (https://nacoesunidas.org/pos2015/ods4/)
Schools that commit to the Principles for Responsible Management Education
(PRME) start to adopt the 2030 Agenda as one of their goals and, therefore, the
A. C. W. Z. Jayme et al.
Exactly with regard to the essence of this second principle is that Paulo Freire
Method relates to the exercise of a sustainable development reconceptualization
developed by ISAE’s Master’s classes and presented in the sequence.
3 New Perspectives
3.1 Institutional Context
Instituto Superior de Administração e Economia (ISAE) is characterized as a higher
education institution in the non-profit model, based in Curitiba in southern Brazil,
which offers the Professional Master’s degree in Governance and Sustainability,
unprecedented in the Country, since 2013.
The school has built a reputation for promoting responsible executive education
after becoming a signatory to the United Nations Global Compact in 2004, and subsequently participating in the task force that outlined the Principles for Responsible
Management Education (PRME) from the UN.
Currently, ISAE is among the most active PRME group of schools known as
Champions Group and is part of the Board of Directors committee of the Global
PRME, being that person the President of the institution. This position of relevance requires the implementation of practices that promote education for sustainability within the academic curriculum of Higher Education Institutes (HEI) and,
consequently of the 2030 Agenda for Sustainable Development.
According to Morin (2014), promoting education for sustainability implies the
adoption of pedagogical practices for a transformative education based on the human
condition, on the development of understanding, sensibility and ethics, cultural diversity, plurality of individuals, and that it enables the construction of a knowledge of a
transdisciplinary nature, involving individual-society-nature relationships.
The same term can also be found as one of the goals of the 2030 Agenda for
Sustainable Development, in the UN, and it is composed of the 17 Sustainable Development Goals (SDGs). The 2030 Agenda, launched in 2015, addresses a series of 17
goals and 169 aims that focus on solving a wide range of challenges encompassing
5 main points: people, planet, prosperity, peace and partnerships (Parkes 2017).
The 4th objective stipulates the duty of nations to “Ensure inclusive, equitable
and quality education, and to promote lifelong learning opportunities for all and
everyone.” Among its goals, sustainability education is understood as the need to:
… ensure that all students acquire the necessary knowledge and skills to promote sustainable development, including, among others, through sustainable development education and
sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and
non-violence, global citizenship, valuing cultural diversity and the contribution of culture to
sustainable development. (https://nacoesunidas.org/pos2015/ods4/)
Schools that commit to the Principles for Responsible Management Education
(PRME) start to adopt the 2030 Agenda as one of their goals and, therefore, the