<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2182-8474</journal-id>
<journal-title><![CDATA[Sisyphus - Journal of Education]]></journal-title>
<abbrev-journal-title><![CDATA[Sisyphus]]></abbrev-journal-title>
<issn>2182-8474</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educação da Universidade de Lisboa]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-84742022000100108</article-id>
<article-id pub-id-type="doi">10.25749/sis.24938</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Visão Docente sobre Sustentabilidade em Uma Instituição de Ensino Brasileira]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers&#8217; Vision about Sustainability in a Brazilian Educational Institution]]></article-title>
<article-title xml:lang="es"><![CDATA[Enseñar la Visión sobre la Sostenibilidad en una Institución Educativa Brasileña]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mello]]></surname>
<given-names><![CDATA[José André Villas Boas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sarmento Junior]]></surname>
<given-names><![CDATA[Ocimar de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bernardes]]></surname>
<given-names><![CDATA[Bauer de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Magalhães]]></surname>
<given-names><![CDATA[Cristiane Rosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Federal de Educação Tecnológica Celso Suckow da Fonseca, Programa de Pós-graduação stricto sensu em Desenvolvimento Regional e Sistemas Produtivos ]]></institution>
<addr-line><![CDATA[Nova Iguaçu Rio de janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro Federal de Educação Tecnológica Celso Suckow da Fonseca Programa de Pós-graduação stricto sensu em Desenvolvimento Regional e Sistemas Produtivos ]]></institution>
<addr-line><![CDATA[Nova Iguaçu Rio de janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Centro Federal de Educação Tecnológica Celso Suckow da Fonseca Programa de Pós-graduação stricto sensu em Desenvolvimento Regional e Sistemas Produtivos ]]></institution>
<addr-line><![CDATA[Nova Iguaçu Rio de janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Centro Federal de Educação Tecnológica Celso Suckow da Fonseca Programa de Pós-graduação stricto sensu em Desenvolvimento Regional e Sistemas Produtivos ]]></institution>
<addr-line><![CDATA[Nova Iguaçu Rio de janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>07</day>
<month>02</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>07</day>
<month>02</month>
<year>2022</year>
</pub-date>
<volume>9</volume>
<numero>3</numero>
<fpage>108</fpage>
<lpage>124</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-84742022000100108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-84742022000100108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-84742022000100108&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo tem o objetivo de verificar as percepções docentes de uma instituição de ensino em relação a inserção da temática sustentabilidade nos conteúdos escolares. Destaca a importância das atualizações curriculares que discutam as demandas mundiais e as locais. O estudo é exploratório de natureza qualitativa com recorte transversal para análise de conteúdo de uma questão aberta direcionada a 37 docentes da instituição brasileira estudada, já o quantitativo de respondentes foi estabelecido com base no princípio de saturação em estudos qualitativos. Conclui-se que a educação ambiental deve estar nas escolas como engrenagem do processo de edificação de referências para a sustentabilidade. E que as experiências docentes não se esgotam na formação inicial. A realidade de mundo influencia na forma de pensar, agir e na forma de ensinar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aims to verify the perceptions of teachers at an educational institution in relation to the insertion of the theme of sustainability in school contents. It highlights the importance of curriculum updates that discuss global and local demands. The study is exploratory and of a qualitative nature, with cross-cutting content analysis of an open question directed at 37 professors of the Brazilian institution studied. The number of respondents was established based on the principle of saturation in qualitative studies. It concludes that environmental education must be in schools as a gear in the process of building references for sustainability. And that teaching experiences are not limited to initial training. The reality of the world influences the way of thinking, acting and teaching.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio tiene como objetivo verificar las percepciones de los docentes de una institución educativa en relación a la inserción del tema de la sostenibilidad en los contenidos escolares. Destaca la importancia de las actualizaciones del plan de estudios que discuten las demandas globales y locales. El estudio es exploratorio de carácter cualitativo con un corte transversal para análisis de contenido de una pregunta abierta dirigida a 37 profesores de la institución brasileña estudiada, el número de encuestados se estableció con base en el principio de saturación en estudios cualitativos. Se concluye que la educación ambiental debe estar en las escuelas como un engranaje en el proceso de construcción de referentes de sostenibilidad. Y que las experiencias docentes no se limitan a la formación inicial. La realidad del mundo influye en la forma de pensar, actuar y enseñar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[sustentabilidade]]></kwd>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="pt"><![CDATA[docente]]></kwd>
<kwd lng="pt"><![CDATA[percepção]]></kwd>
<kwd lng="pt"><![CDATA[conteúdos escolares]]></kwd>
<kwd lng="en"><![CDATA[sustainability]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[teacher]]></kwd>
<kwd lng="en"><![CDATA[perception]]></kwd>
<kwd lng="en"><![CDATA[school contents]]></kwd>
<kwd lng="es"><![CDATA[sostenibilidad]]></kwd>
<kwd lng="es"><![CDATA[docencia]]></kwd>
<kwd lng="es"><![CDATA[docente]]></kwd>
<kwd lng="es"><![CDATA[percepción]]></kwd>
<kwd lng="es"><![CDATA[contenidos escolares]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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