Estudio de aula transfronterizo en educación primaria entre Brasil y Chile: análisis de tareas desde un marco de competencias de sostenibilidad

This research explores the sustainability aspects of an interdisciplinary lesson based on a cross-border lesson study between Brazil and Chile in primary education. The design of the cross-border STEM lesson faced the challenge of jointly developing and implementing a lesson plan in two languages, for distinct school and cultural contexts. Two groups of teachers from both countries communicated in their sixth-grade public school classrooms, extending their everyday classrooms with the use of synchronous communication and technology, allowing students to participate both remotely and in person. To foster the sustainability competency, the lesson promoted argumentative debate with data-based evidence on energy use in each country. The GreenComp sustainability competency framework provided the analytical perspective to evaluate the tasks of this lesson plan. The analysis indicates that the lesson, designed through a cross-border lesson study, along with its interdisciplinary nature and debate based on real data, were key elements in identifying the development of seven of the twelve sustainability competencies established in the framework among sixth-grade students.