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Insertion of Photovoltaic Solar Systems in Technological Education Institutions in Brazil: Teacher Perceptions Concerning Contributions towards Sustainable Development

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  • Maurisete Fernando Ferreira

    (Institute of Education, Science and Technology (IFRN), Natal 59015-000, Brazil
    Energy Planning Program (PPE/UFRJ), Rio de Janeiro 21941-914, Brazil)

  • Marcos Aurélio Vasconcelos Freitas

    (Energy Planning Program (PPE/UFRJ), Rio de Janeiro 21941-914, Brazil
    International Virtual Institute of Global Changes (IVIG/COPPE), Rio de Janeiro 21941-909, Brazil)

  • Neilton Fidelis da Silva

    (Institute of Education, Science and Technology (IFRN), Natal 59015-000, Brazil
    Energy Planning Program (PPE/UFRJ), Rio de Janeiro 21941-914, Brazil
    International Virtual Institute of Global Changes (IVIG/COPPE), Rio de Janeiro 21941-909, Brazil)

  • Antonia Francimar da Silva

    (Institute of Education, Science and Technology (IFRN), Natal 59015-000, Brazil)

  • Luciana Rocha Leal da Paz

    (Electric Energy Research Center (CEPEL), Rio de Janeiro 21944-970, Brazil)

Abstract

Teaching spaces are seen as institutions presenting relevant power to promote sustainability. Thus, in addition to knowledge (re)producers, they must also assume ethical obligations to incorporate daily sustainability-oriented actions. In this context, this study evaluates faculty perceptions regarding contributions to the teaching–learning process and the diffusion of a pedagogical practice adhering to sustainability assumptions, arising from the insertion of photovoltaic solar systems in educational institutions. A study was conducted at the Rio Grande do Norte Federal Institute of Education Science and Technology, with 2.2 photovoltaic MWp distributed throughout its 21 campuses. This study investigated teacher knowledge and attitudes towards renewable energy sources in their school practice, as a way of understanding these issues and presenting propositions that will strengthen their role in daily school life. Teachers are aware of the importance of these sources, but their knowledge does not form links with their practice. Thus, the necessary connections to promote sustainability from the existence of institutional photovoltaic systems were proven insufficient. They did not support the concept, nor the adoption of pedagogical practices linked to this technology. In addition, teacher inability to bring knowledge related to renewable energies to the classroom and link them to daily student lives was also noted. The adoption of renewable energy to promote a sustainability culture demands the formation of teacher knowledge and attitudes, and this training must follow a continuous path.

Suggested Citation

  • Maurisete Fernando Ferreira & Marcos Aurélio Vasconcelos Freitas & Neilton Fidelis da Silva & Antonia Francimar da Silva & Luciana Rocha Leal da Paz, 2020. "Insertion of Photovoltaic Solar Systems in Technological Education Institutions in Brazil: Teacher Perceptions Concerning Contributions towards Sustainable Development," Sustainability, MDPI, vol. 12(4), pages 1-23, February.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:4:p:1292-:d:318989
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    References listed on IDEAS

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    1. Gabriel Constantino & Marcos Freitas & Neilton Fidelis & Marcio Giannini Pereira, 2018. "Adoption of Photovoltaic Systems Along a Sure Path: A Life-Cycle Assessment (LCA) Study Applied to the Analysis of GHG Emission Impacts," Energies, MDPI, vol. 11(10), pages 1-28, October.
    2. Zyadin, Anas & Puhakka, Antero & Ahponen, Pirkkoliisa & Pelkonen, Paavo, 2014. "Secondary school teachers' knowledge, perceptions, and attitudes toward renewable energy in Jordan," Renewable Energy, Elsevier, vol. 62(C), pages 341-348.
    3. Harjanne, Atte & Korhonen, Janne M., 2019. "Abandoning the concept of renewable energy," Energy Policy, Elsevier, vol. 127(C), pages 330-340.
    4. Heejoo Suh & Sunyoung Han, 2019. "Promoting Sustainability in University Classrooms Using a STEM Project with Mathematical Modeling," Sustainability, MDPI, vol. 11(11), pages 1-22, May.
    5. Abigail López-Alcarria & Alberto Olivares-Vicente & Fátima Poza-Vilches, 2019. "A Systematic Review of the Use of Agile Methodologies in Education to Foster Sustainability Competencies," Sustainability, MDPI, vol. 11(10), pages 1-29, May.
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    Cited by:

    1. Daniel A. Salas & Paulina Criollo & Angel D. Ramirez, 2021. "The Role of Higher Education Institutions in the Implementation of Circular Economy in Latin America," Sustainability, MDPI, vol. 13(17), pages 1-27, August.
    2. Hélio Henrique Cunha Pinheiro & Neilton Fidélis da Silva & David Alves Castelo Branco & Márcio Giannini Pereira, 2020. "Photovoltaic Solar Systems in Multi-Headquarter Institutions: A Technical Implementation in Northeastern Brazil," Energies, MDPI, vol. 13(10), pages 1-28, May.

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