Um enfoque psicológico da educação ambiental no contexto da gestão: uma experiência de Fernando de Noronha

Currently, many companies pay attention to the necessities of change of attitude in relation to the use of the natural resources and the environment quality of its products, mainly to keep a positive and competitive image in the market. This new concept of management associates the productive activities to the care with environment using the education of environment as a tool of programs of qualification directed toward the promotion of pro-environment behaviors. For effectiveness of this management it is essential the attachment of the employees and the major understanding of the importance of the preservation of the environment. This was the objective of the qualification process carried out in a lodge in Fernando de Noronha island. The purpose of this study, therefore, was to verify the power of this management system which fulfills the objectives of the environmental education. It was applied questionnaires to employees of three Inns and carried out a interview, in one Inn, with the participants of the program of qualification. The analysis of the data showed that the actions as care with the environment are strongly associates to the management system, which includes garbage control, as well water economy. It was observed that the environment accomplishment (EcoAntro) of the employees with environment decreases in proportion to their qualification. In the same way, as higher the instruction level, of the speaker and/or of the father, less is the apathy for environmental questions. It was also noticed that the knowledge about the development sustainability was very poorly used by the interviewed. The pro-environment behavior mentioned before, is not necessarily related to a local autonomy posture that could express a behavior related to job but not to environment it self. Therefore, a complete understanding about the reverberation of environment information an all the placed factors in a life stile facing a construction of sustainability remains as a question to be studied in future researches

Análise do processo de internalização de propostas de educação ambiental em escolas de Ensino Médio no município de Acaraú-CE

To insert environmental education in the school is a very hard task, although the question has been largely discussed since some years ago. The main object of this research is limited to the way the contents of Environmental Education are inserted in school programs, as well as to assert that, as a law, it must be put in practice not only because it is obligatory, but because it is important to school programs, especially to Acaraú´s primary and secondary schools, having in view the importance of the natural resources in which schools are inserted and the development of ways to solve problems related to the quality of life of the dwellers of these places. It is important the study of the law 9795/99 on Environmental Education, passed on July 25th, 2005, by means of the decree no. 4.281, established in the Municipal Organic Law and other documents ruling the Environmental Education. Our purpose is to give orientation on Environmental Education to the above-mentioned schools aiming at the permanent formation about that subject, in order to constitute, in the future, a real net between school and community and to spread out concepts about sustainability. This way, poverty conditions should be faced as environmental problems, bringing about the relationship between natural resources and poverty. The making of shrimp beds, predatory fishing, swamp degradation and irregular occupation constitute elements to this research. The theoretic terms are based upon principles of Environmental Education, area sustainability and inter-disciplinarily and trans-disciplinarily in Environmental Sciences, which have been applied under the form of capacities and the presentation of documents, projects, maps, discussions and reflections about the mass social movements as a positive consequence of the implementation of this project

Educação ambiental: um estudo de experiências nas escolas municipais de Natal

This a research on pedagogical experiences about Environmental Education carried out in selected schools of the municipal education net of the city of Natal, Rio Grande do Norte State. This study occurs in a where social and environmental problems reach great dimensions and provoke discussions all over the planet. Inside this social context where education is taken as a form intervention in the world, several methodological and theoretical approaches emerge indicating Environmental Education tendencies as different ways to face challenges due to environmental crisis. The maim question pursued by the research is to inquiry how schools have developed their Environmental Education experiences. Pedagogical experiences on Environmental Education are analyzed in selected schools having as theoretical framework ideas for social change, by human action accordingly to Hanna Arendt‟s thought, and Marx‟s idea of praxis, (1989). The objective is to identify, to know and to map the pedagogical experiences on Environmental Education carried out in selected schools of the municipality teaching net having sociological cartography as a methodological strategy for analyzing empirical data. The results of the research pointed out existing reductionist and behaviorist-pedagogical perspectives as for as Environmental Education is concerned as well as environmental understanding, showing a predominance of the conservative Environmental Education tendency inside schools

As cidades, os rios e as escolas: um estudo das práticas de educação ambiental nas cidades de Natal e Mossoró-RN

Universidade Estadual do Rio Grande do Norte

Brincar, atividade humana e ferramenta pedagógica no contexto escolar da região metropolitana de natal

This thesis talks about the use of guided educational tools in play and playful in public schools in the Metropolitan Region of Natal (MRN), contributing to the teaching and students learning of basic education in the contents of portuguese and mathematics. We assume that the play is an activity / human need and therefore implies the proper development of children in physical, psychological, biological, cultural, social and historical aspects. We consider the mediation exercised by the teacher in the classroom, and the affection existing between teacher and student, sine qua non terms, so that the truth and fact of the process of teaching and learning occur. Thus, theoretically collaborated Paulo Freire, with his dialogical vision; Lev S. Vygotsky says that we learn and why we develop; Lev S. Vygotsky that states that we learn and for that we develop ourselves; Pierre Bourdieu and the concept of habitus, as something embedded and therefore procedural, and the cultural capital that needs to be fed and (re)meaning at school; Luiz Pereira, Bernard Lahire, Gilles Brougère and others brought their theoretical contributions. The empirical field of research was composed by the Municipal School Professor Ulysses de Góis, located in the neighborhood of Nova Descoberta in Natal, and the Municipal School José Horacio de Góis, located in the community of Guanduba, in São Gonçalo do Amarante, municipalities of the Metropolitan Region of Natal (MRN). We used as methodology the collaborative-action-research as a possible of effective participation of the research subjects, imputing them a voice and performance in the process, and not considering them just observers. The results indicate the effectiveness of the pedagogical tools in play and playful to the learning of students, but that alone is not able to solve all the problems of the school, other referrals need to be secured, as the planning of the actions to be developed in the school and in the classroom, systematized pedagogical orienttion for faculty, family participation/involvement in the school life of students, among other actions that need to be weighted so that education fulfills its role and promote the emancipation of the subject, because in the freireana liberating perspective, "the reading of the world preced the lecture of the word"

Educação ambiental: mediações sociais e políticas e a indolência do Poder Público à sua inclusão no ensino formal

As a result of the prediction of irreversible changes on necessary conditions to maintain life, including human, on the planet, environmental education got the spotlight in the political scenario, due to social pressure for the development of individual and collective values, knowledge, skills, attitudes and competences towards environmental preservation. In Brazil, only in 1999 the right for environmental education was officially granted to people, having the status of essential and permanent component in the country s education. Since then, it has been Government s duty, in each federal branch, to plan actions to make it happen, in an articulate way in all levels and modalities of the education process, both formally and informally. This work of research has environmental education in the school as subject matter, and aims on analyzing social and political mediations established between this National Environmental Education policy and the contexts associated to the legislative production process, the political nature of the conceptions about environmental education that underlie Law 9.795/99 (Brazil, 2009c) and also Rio Grande do Norte Government s actions and omissions related to the imperative nature of the insertion of environmental education in the schools ran by the state, during the ten years this law has been in force. The investigation of the subject matter was led by a social and historical understanding of the social and environmental phenomena, as well as of the education system as a whole, considering that only through a dialectical view we can see the real world, by destroying the pseudo-concreteness that surrounds the topic. While analyzing, we assumed that in face of the dominance of a social organization in which market regulations rule on environmental ones, by developing individual and collective critical conscience, environmental education can become a threat to dominant economical interests in exploiting natural resources. The results of this research suggest that as an educational practice to be developed in an integrated, continuous and permanent fashion in all levels and modalities of formal education, environmental education has not yet come to pass in the state of Rio Grande do Norte, due to the neglect and disrespect of the government when facing the need of promoting the necessary and legally appointed measures to make it present in the basic education provided by the state. The legislators silence when it comes to approving a regulation on environmental education essential to define policies, rules and criteria to teaching the subject in the state and the omission from the public administration regarding critical actions in order to integrate in public schools the activities related to the National Environmental Education Policy, represent a political decision for not doing anything, despite the legal demand for an active position. This neglecting attitude for the actualizing of strategically concrete actions, urgent and properly planned for the implementation of environmental education in schools in a multidisciplinary way, exposes the lack of interest the predominant classes have in such kind of education being made available, as it could be developed based on a critic political view, becoming a political and educational action against dominance. When analyzing the basic principles and fundamental goals in Law 9.795/99 (Brazil, 2009c) the development of a critic environmental education is really possible and concurs with the National Environmental Education Policy, reflecting the social and political mediations established between this public policy and the contexts associated to its legislative production process, which are responsible for approving a regulation which also represents the mind of the people about environmental protection above anything else

Educação ambiental em Natal/RN: um olhar sobre a implementação de práticas em uma escola da rede municipal de ensino

This work provides a discussion involving the development of practices in Environmental Education (EE) in Natal-RN city, taking as reference the Programa Vamos Cuidar do Brasil com as Escolas (PVCBE). The EE is emphasized by importance it takes within the context of the reforms carried out in Brazil to formal education, especially from the decade of 1980. The investigations focus the effect of PVCBE in promoting the EE. We take as theoretical - methodological base the global/national guidelines on EE, carried out the non-participant observation, document analysis, and application of questionnaires and use of statistical techniques in the data tabulation. The results indicate that there has been reasonable progress to the achieving of an implementation policy of EE clearly qualitative, with a better coordination among municipal policymakers and the schools involved. It has been also noticed that there is a gap between what the law provides for a formal EE and what is carried out in practice. Despite the limitations noted, we must remember that actions have been achieved. Even considering that they are isolated action; they already show that there are possibilities of follow ways to processes based on the criteria of integration, reflexive action, quality and autonomy

A etnomatemática dos trabalhadores das cerâmicas de Russas-Ce e o contexto escolar: delineando recomendações pedagógicas a partir de uma experiência educacional

It is still common among contemporary educational proposals an overemphasis abstraction, to the formalism and symbolism of mathematical knowledge at the expense of the sociocultural aspects of Mathematics. Coming up by questioning some academic mathematical tenets and valuing knowledge developed in different sociocultural contexts within Mathematical Education, the Ethnomatematics is consolidating itself as a research field. Despite its contributions to the educational context, because its philosophical character and the paucity of debates about the subject, the implementation of educational proposals for basic education are scarce. Given this situation, this dissertation comes up with a view to develop an educational intervention in the light of Ethnomathematics in a class of 6th grade of an elementary school from a red ceramic industries workers community, located in a countryside from Russas-CE and from this intervention, to develop a set of pedagogical recommendations aiming basic education teachers. Adopting a perspective of qualitative research, particularly guided by action research, this study used observation, field diary, interviews and activities with students as tools for data collection. It was found that the use of field research as part of teaching and learning favored the placement of students as critical subjects of their own reality . Furthermore, the educational experience culminated in the development of a method of teaching based on a relationship between protocooperational Ethnomatematics and the Resolution of Problems. It is necessary to broaden the debate about the ways in which the Ethnomatematics can contribute to the school context, bringing proposals closer to the reality of basic education teachers in order to help the promotion of an education which values cultural diversity without taking away the students from the access of the academic knowledge

Políticas públicas de educação ambiental: a gestão do programa municipal de educação ambiental de Mossoró/RN

Study about environment education public policies, emphasizing the directress since the 1970 . It analyses the environment education administration of Mossoró city, indentifying its articulation with the international directresses and the Environment Education National Policy (PNEA), established according the law number 9.795/99. The text takes as empiric reference the Environment Education National Policy (PNEA) of Mossoró city, realized since 2006. In order to make the research, we employed as methodologic proceedings a bibliographical and documental revision from wich we developed a contextualization of the propolsals toward a environment Education policy and administration, the institution of the environment Education in Brazil, in the neoliberal context on the State reform ambit. We also employed a semi-structured interview, having as individuals two Environment Education Municipal Program Administration of Mossoró city / RN state administrators and nine Municipal Education System educators. The analysis was done from the historic and dialetic perspective, trying to understand the facts in its totallity. The results revealed that the environment Education has become to be emphasize as an environment crises superation strategy since the 1970 s. In this context, the environment Education administration directress, in the United Nations (UN) initiative ambit, emphasizes the participation and the partnership as a way to share responsabilities between the State and society. In the neoliberalism affirmation context, in the 1990 s, these directresses were fortified, once, since the State reform, their functions were redimensioned and the State turns into a stronger planner an controller, inducing the society to act as a public polcies executor. Therewith, a deconcentration action process is consolidated, rather than an administrative and pedagocgic decentralization, historically revendicated on Education by the progressist sectors. Even though the administrators interviewed have revealed the wish that the schools become autonomous on the PMEA execution, through the NEAs, we notice that the methods employed do not contribute to that, because of the decisions concentration on the associated managership ambit and the few human and financial resources. In spite of the difficulties, the research showed that the Mossoró municipality innovated on the environment Education field, by the institution of the NEAs, even though they demonstrate fragilities regarding their performance, revealed on the educators and adiminstration talk on the interviews. We verify that the main difficulties come from the politc culture installed on the municipality, ruled by a technocracy and power concentration wich brings difficulties to the implementation of a democratic and participative administration, even though it would not be totally impossible, even on the circumstances described

Educação ambiental como estratégia para inserção da sustentabilidade na formação em odontologia

This thesis proposes environmental education as a strategy for the inclusion of sustainability in the academic education of higher level. The dentistry course has been the object of study, which is justified by the recognition of the need for reflection on environmental issues in the dental academia, initially based on professional experience of the author as a dental surgeon. The aim of this study is to investigate the scientific production of dentistry and its content related to environmental issues, in addition to expanding discussions and reflections on the need to insert environmental education as academic content. With the specific purpose of verifying the amount and analyze the content of scientific articles involving issues related to sustainability in dentistry, Chapter 01 presents research in leading journals portals available on the internet. Works were surveyed where sustainability and related issues were present and placed in a theoretical framework that analyzes the dental service inclusion in the dominant economic model. These procedures are intended to prove the hypothesis that the dental profession does not produce significant scientific content that relates the profession to the environment and sustainability. A literature review was conducted with the statement of dentistry changes from its origins to the front position to the dominant development model and exemplification of the deleterious effects of this model on the environment. In addition, there was a scientific research in journals portals available on the internet and investigated the amount and content of scientific articles involving issues related to sustainability in dentistry. Chapter 02 has the specific purpose of providing content to expand discussions and reflections on the need to insert environmental education in undergraduate courses in dentistry, such as insertion strategy into a new development model guided by sustainability. In this, students questionnaires were given the 8th dentistry course of the period the Federal University of Rio Grande do Norte (UFRN), to be understood environmental perception of learners and were obtained grants for proof of the thesis that environmental education applied dentistry has the potential to make people aware and willing to act practicing and propagating sustainability in their conduct. The overall results indicate little scientific production, as the research and work that relates to dentistry to sustainability and the issues related to the environment have not significantly been present in the syllabus of the undergraduate courses in dentistry, despite the interest shown by survey respondents When such issues are addressed. In this context, it is proposed fostering actions to environmental education, so that dental professionals are engaged in the construction of a new development model based on sustainability, as despite the environmental theme seems to be little explored in the academic and scientific world of dentistry, there interest from students and great potential multiplier for appropriate environmental behavior. After proving the hypothesis that the environment-related content are poorly explored in the academic and scientific world of dentistry, the main conclusions were recognizing the importance of environmental education as an interdisciplinary tool for environmental thematic approach in undergraduate courses dentistry, in addition to implementing this new pedagogical proposal in the professional practice of dentists, given their potential multiplier for environmental knowledge.

Universidade e educação ambiental

The society consists of the inter-relations between diverse symbolic fields of performance, where some agents if identify for values, habits and goals. The present thesis analyzed, taking for base the Theory of the Social Field of Pierre Bourdieu, the ambient field and the university, leaving of the principle that the university is one of the propitious places for the quarrel, study, knowledge elaboration, and that the ambient education is one of the ways of dissemination of knowledge and action in favor of the ambient question. It was looked to contextualize and to identify the main factors that configure the university while a social field, and to evidence the conflict and connector links with the ambientalism. It is perceived university as space of tensions, whose produced capital stock in the academic scope must be enough convincing in the direction of the social transformation, of the expansion of conscience, the critical matureness, and thus to appear as agent of social transformation. The joint between the diverse social fields, promoted for the university, will be able to contribute for knowledge formularization that can consist base for elaboration of politics and programs to answer to the problems of the society contemporary. It has the inter-relationship between the two fields, however, this relation still is fragile, needing that a continuity practical social that they make possible that the ambient question is part of the culture of the university. This will be able to give with the intensification of the actions and the inclusion of the ambient questions in the communication mechanisms and administrative management. To surpass discontinuities caused for changes of groups leading and for interests politician conjunctural are necessary that they create habitus, what passes for the institutionalization of practical and the constitution of a culture that the agents allow if to reorganize defending the interests of social transformation front to the economic interests, as much in the university how much in the ambient field

Dimensões e universo das representações sociais de educação ambiental por discentes em Garanhuns-PE

The research aimed at investigating the dimensions and the universe of social representations of environmental education, as well as identifying the senses and meanings Environmental Education. This study admitted as presumption the education and environment dimensions. In this investigation was adopted as reference the dimension or representation scope of Moscovici. One hundred and twenty (120) students from Public Schools of Basic Education participated of this study and moreover three hundred and twenty-three (323) from Higher Education in the area of the UPE-FACETEG. The following questions were admitted: 1) What are the dimensions/categories that exist in the semantic scope of social representations of the environmental education? 2) What are the senses and meanings of environmental education? 3) The student s representations of Basic Education are similar or different from the Higher Education? The software EVOC helped in the organization of semantic scope for construction of the categories, with support of the contents analysis. The justifications are sorted on lexical classes using the software ALCESTE, through of the speech analyses. The free association of words answered the question dimension/categories and its semantic scope, being: a) Nature/Environment; b) values; c) Attitudes; d) Actions; e) Implications; f) Mediation. Six lexical classes were found with its meanings enumerated in this way: 1.Awareness, as a factor of belief for the preservation of nature and society. The students are clamoring for environmental education in the school, emphasizing the importance of awareness in the development of the respect to the environment linking the education and family; 2. The consciousness-knowledge relationship for the environment-nature preservation. 3. The environment and human interventions, in search of indicators of solutions. 4. Nature /background/ environment and its constituting elements, a thinking of values and an acting for mediation. 5. The human-nature interaction in social representations of environmental education and the symbolic-life size. 6. Nature / environment /, values, attitudes, actions, implications, and mediation in nature-man relationships. The groups more representatives according to these lexical classes were, the Basic Education in the class-4, represented exclusively by the Primary and Secondary Education and the class-6 represented by both two the Basic Education (47,37%) and the Higher Education (52,63%) - History, Pedagogy, Psychology, Mathematics, Language and Literature. The classes 4 and 6 are related to the class-3 which in turn is formed by students of Higher Education (Mathematics, Biology, Pedagogy, Psychology, Language and Literature) and Basic Education (Primary and Secondary Education). The Higher Education is most represented by the lexical classes (1, 2 and 5). The class 2 corresponded to 80% of the researched groups. In the class-1 the biggest representation was concerning to the Psychology, Geography, Biology and Language and Literature courses, whereas the class-5 was best represented by Psychology, Biology, Pedagogy, Language and Literature, Geography and History. From the results, one may conclude that the imagery is nature/environment; that life is the symbolic dimension that permeates the whole imaginary, and that preservation, awareness and respect are inserted in the speech that circulate to protect life

Por uma educação ambiental corporalizada :a emoção em trilhas interpretativas

Prétendant contribuer au progrès sur le champ épistémologique de l éducation environnementale, nous avons défini l objetif principal de cette recherche visant construire et évaluer initialement des structures éco-vécues appliquées aux sentiers écologiques interprétatifs dans des zones de protection environnementale. Pour conduire la tâche de l investigation écophénoménologique, l objectif présent a été déplié spécifiquement de la façon suivante: 1. Approfondir la discussion sur le rôle de l émotion et du sentiment dans l éducation. 2. Démarquer un trajet de sentier écologique du Parque das Dunas en identifiant des aires éco-sensorielles pour le développement du vécu écologique. 3. Construire des structures des vécus écologiques pour les environnements préalablement définis dans un sentier du Parque das Dunas. 4. Vivre l expérience des structures éco-vécues en tant qu éducateurs, visant leur validation méthodologique. 5. Présenter la conception de l éducation environnementale corpororalisée qui valorise les émotions et les sentiments dans les structures des éco-vécus. Pour orienter notre investigation écophénoménologique à fin de construire et évaluer des structures des éco-vécues appliquées aux sentiers écologiques interprétatifs, quelques présupposés ont été définis pour agir comme une boussole pendant toute notre promenade écologique: Du point de vue biologique, l amour est l émotion qui constitue le domaine des actions dans lequel l autre est accepté comme il est dans le présent, sans attente par rapport aux conséquences de l intimité, même si c est légitime de les attendre (Maturana e Verden-Zöller, 2004). Éduquer dans la biologie de l amour est s occuper du développement, de la pensée et des intelligences et, au même temps, éduquer l écoute du sentiment et l ouverture du coeur (Moraes, 2003). La corporéité est le siège radiant, le premier et le principal le critère éducationnel (Assmann, 1995). Les activités qui fluent, proportionnent la sensation de découverte, un sentiment créatif qui transpose l individu vers une nouvelle réalité (Csikszntmihalyi, 1992). Ressentir le sentiment fait exalter la portée des émotions (Damásio, 2004). L ethnographie et l écophénoménologie ont été les approches méthodologiques utilisées dans l étude. Onze éducateurs ont participé du processus de l expérience vécue et de l évaluation des structures éco-vécues construites dans la perspective d une Education Environnementale Corporalisée. Le développement de la conception d une Education Environnementale Corporalisée à partir du vécu sur les sentiers écologiques du Parque das Dunas, à Natal-RN, nous a amenés à structurer un système autopoïétique pour proposer des propriétés ou des principes configurant les intentions fondamentales d une Éducation Environnementale Corporalisée. Telle conception considère la métaphore de la Toile de la Corporéité vécue dans la Base de Recherche Corporéité et Éducation BACOR/UFRN et le phénomène de la ludopoïèse capable de faire émerger la joie de vivre la vie avec le sens de luminescence humaine. Associés à la Biologie de l amour, nous espérons pouvoir contribuer à la présence des émotions et des sentiments pour une perspective transdisciplinaire et corporalisée pour l Education Environnementale. Nous présentons cinq principes de guidage pour la concrétisation d une Education Environnementale Corporalisée: Ecopréservation, Ecoterritorialité, Ecoconectivité, Ecovaleur, Ecojouissance

Redes de educação ambiental: um meio como proposta pedagógica para o mundo entrelaçado

The networks terminology has been growing in different meanings, in which emergent structures coming from one not so recently typology aquired, in the 90 s, fluid shapes impelled by waves without borders of the New Information and Communication Technologies. Ever since, the pattern and the morphology are being multiply and strengthen. With this backdrop, this study deals with the Education for Environment Networks, as a political and social, educative and cultural alternative intervention, as an answer for some contemporary demands. But what are these networks? In wich way they organize themselves to germinate political actions? Where is the core of these actions? What are their limits or potentialities? These are some of the questions that are presented along the study proposed. Therefore, we have in view to unveil the network social and environmental pedagogic dimension, as an alternative proposal towards to the planetary cintzenship formation for persons and coletivity. The study employs the exploration reasearch as the analysis of the organizational reference basis and the dinamics of conections that support the dialogue among the groups that belong to the Education for Environment Networks. We conclude that the networks overcome themselves as a powerfull tool to articulate and moblize people. They establish a potential pedagogic act for political and social intervention, as an alternative proposal for the citizen formation and his world vision. We sinalize that the networks are sometimes limited by the poorness of knowledge that still remains on those who find themselves twisted on them, and on the decreasing optics by those who are absent.

Avaliação de um programa de educação ambiental não formal: a Caravana Ecológica na visão dos participantes

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior