El concepto desarrollo sostenible en la planificación del profesorado y según el alumnado. Estudio de un caso.

Abstract

This article is an exploratory study about the treatment given to sustainability at schools. Using the case study as a methodology approach, we analyze the treatment given to the “sustainable development” concept in the school curricular documents in a Community of Madrid center, and the comprehension the secondary students of the center have of this concept. The results indicate that its integration at the school is limited and is being diluted at each stage of curricular concretion. In addition, the treatment given to sustainable development is limited largely to its environmental dimension. The students, in general, know the concept but his ideas are confused and focused at the environmental dimension.