Educação para os Objetivos de Desenvolvimento Sustentável: objetivos de aprendizagem — Anexos
Anexo 2. Bibliografia
• ADOMßENT, M.; HOFFMANN, T. The concept of competencies in the context of Education for Sustainable Development (ESD). ESD Expert Network, 2013. Disponível em: <http://esd-expert.net/ assets/130314-Concept-Paper-ESD-Competencies.pdf>. Acesso em: 16 out. 2016. • BARTH, M. Implementing sustainability in higher education: learning in an age of transformation. London: Routledge, 2015. • BERTSCHY, F.; KÜNZLI, C.; LEHMANN, M. Teachers’ competencies for the implementation of educational offers in the field of education for sustainable development. Sustainability, v. 5, n. 12, p. 5067-5080, 2013.
• LOTZ-SISITKA, H. et al. Transformative, transgressive social learning: rethinking higher education pedagogy in times of systemic global dysfunction. Current Opinion in Environmental Sustainability, v. 16, p. 73-80, 2015. • McCORMICK, K. et al. Education for sustainable development and the Young Masters Program. Journal of Cleaner Production, v. 13, n. 10-11, p. 1107-1112, 2005. • MEZIROW, J. Learning as transformation: critical perspectives on a theory in progress. San Francisco: Jossey-Bass, 2000.
• BUTÃO. Ministério da Educação. Matters: 30th education policy guidelines and instructions; EPGI 2012. Thimphu, 2012.
• OECD. Global competency for an inclusive world. Paris: Organisation for Economic Co-operation and Development (OECD), 2016. Disponível em: <https://www.oecd. org/pisa/aboutpisa/Globalcompetency-for-an-inclusive-world.pdf>. Acesso em: 29 out. 2016.
• DE HAAN, G. The development of ESD-related competencies in supportive institutional frameworks. International Review of Education, v. 56, n. 2, p. 315-328, 2010.
• OECD. Green at fifteen?: how 15-year-olds perform in environmental science in PISA 2006. Paris: Organisation for Economic Co-operation and Development (OECD), 2009.
• DELORS, J. et al. Learning, the treasure within: Report to UNESCO of the International Commission on Education for the 21st Century. Paris: UNESCO, 1996.
• RAUCH, F., STEINER, R. Competences for education for sustainable development in teacher education. CEPS Journal, v. 3, n. 1, p. 9-24, 2013.
• GERMAN-SPEAKING NETWORK TEACHER EDUCATION FOR SUSTAINABLE DEVELOPMENT. Teacher education for a sustainable development from pilot projects and initiatives to new structures. A memorandum on reorienting teacher education in Germany, Austria and Switzerland. 2015. Disponível em: <http://www.leuphana.de/ fileadmin/user_upload/portale/netzwerk-lena/Memorandum_ LeNa_English_Stand_August_15.pdf>. Acesso em: 22 jun. 2016.
• RIECKMANN, M. Future-oriented higher education: which key competencies should be fostered through university teaching and learning? Futures, v. 44, n. 2, p. 127-135, 2012.
• GODEMANN, J. Promotion of interdisciplinary competence as a challenge for higher education. Journal of Social Science Education, v. 5, n. 2, p. 51-61, 2006. • IAEG-SDGs. Final list of proposed Sustainable Development Goal indicators. Inter-Agency and Expert Group on SDG Indicators (IAEG-SDGs), 2016. Disponível em: <http://unstats.un.org/sdgs/ indicators/Official%20List%20of%20Proposed%20SDG%20 Indicators.pdf>. Acesso em: 29 out. 2016. • INTERNATIONAL FORUM FOR VOLUNTEERING IN DEVELOPMENT. The Lima Declaration. 2014. Disponível em: <http://forum-ids.org/ conferences/ivco/ivco-2014/ lima-declaration/>. Acesso em: 6 out. 2016. • KOLB, D. A. Experiential learning: experience as the source of learning and development. Englewood Cliffs, N.J.: Prentice-Hall, 1984.
• RYCHEN, D. S. Key competencies: Meeting important challenges in life. In: RYCHEN, D. S.; SALGANIK, L. H. (Eds.). Key competencies for a successful life and well-functioning society. Cambridge, MA: Hogrefe e Huber, 2003. p. 63-107. • SCHREIBER, J. R.; SIEGE, H. (Eds.). Curriculum Framework Education for Sustainable Development. Standing Conference of the Ministers of Education and Cultural Affairs (KMK) and Federal Ministry for Economic Cooperation and Development (BMZ), 2016. Disponível em: <http://ensi.org/global/downloads/Publications/418/ Curriculum%20Framework%20ESD%20final%201.pdf> Acesso em: 6 nov. 2016. • SCHULZ, W. et al. ICCS 2009 international report: civic knowledge, attitudes, and engagement among lower-secondary school students in 38 countries. Amsterdam: International Association for the Evaluation of Educational Achievement, 2010. • SLAVICH, G. M.; ZIMBARDO, P. G. Transformational teaching: theoretical underpinnings. basic principles, and core methods. Educational Psychology Review, v. 24, n. 4, p. 569-608, 2012.
61
