Percepção ambiental como ferramenta diagnóstica para o processo de integração entre uma unidade de conservação e a comunidade do entorno

It is remarkable the current planet’s situation of degradation and modification of natural assets and the considerable loss of the recovery power inherent to the ecosystems. Concomitant with this, all communities and species are suffering the consequences of these changes without planning. The creation of conservation units (UCs) through the National System of Conservation Units (SNUC) was a concrete action on the deliberateness of halting these processes, which, on the other hand, generated socio-environmental, geo-economical and cultural-political conflict of interests between traditional communities in the vicinity of these units, institutions, governmental entities and society in general. The country’s National Program of Environmental Education (ProNEA) provides the integration of the communities and UCs’ managers in a co-participative administration to solve these conflicts. The principles of Environmental Education (EA) leads the methodology found to change the socio-educational paradigms of traditional teaching, still existing in our society and intrinsically related to environmental problems, which are contrary to the dialogic pedagogy from Paulo Freire, that valorize popular knowledge, pro-active citizenship, as well as contrary to Ecopedagogy, that re-integrate human being on its natural environment, the Earth. One of the tools for starting environmental sensitization is the diagnosis by environmental perception of individuals. In this context, the objective of our work was to identify the environmental perception of Tenda do Moreno community located nearby Pau Furado State Park (PEPF) in Uberlândia – MG. To reach this objective, the research sought, in a first moment, to evaluate the environmental perception of residents of this community through semi-structured interviews applied in their homes and, in a second moment, we evaluated the environmental perception of community’ school students and made Environmental Education intervention activities with the intention to make children aware of the importance of conservation and function of PEPF. Using the Content analysis methodology, we found in nearly 60% of the 118 residents a systemic perception of nature, while approximately 32% expressed an anthropocentric perception. Mixed perceptions were found in 21%. A considerable part of the residents (47 individuals) indicated not knowing the park, although many of them recognize its importance. Among the 46 interviewed students, half expressed an anthropocentric perception of nature, while almost 36% had a systemic view. Seventeen children said they did not know the park and almost half of the students recognize some aspect of the importance of its existence. During the intervention activities, we had huge participation and dedication of students, beyond the massive expression of their personal views and daily experiences. In relation to the ten students that subjected the second evaluation about their environmental perception after the intervention, 80% showed systemic perception and emphasized the importance of conservation and of park. We believe that the continuity of the intervention activities could generate positive perspectives of socio-environmental effective changes in the daily school. Activities lead by Ecopedagogy and that encourage the citizen leadership in the young students are fundamental, while in the community, closer ties and dialog by UC’s managers would be important elements to generate effective change.

O funcionamento da comunidade discursiva constituída em torno das fanfictions

Dans le contexte du cyberespace, il peut voir qu'il ya beaucoup de jeunes qui produisent des histoires de fiction en fonction de leurs univers de fiction préférés; ceux-ci sont les fanfictions. Il est remarqué, encore, qu'il ya, autour de les fanfictions, l'organisation d'une communauté discursive - constituée par des pratiques discursives de ficwriters (producteurs de fanfictions), lecteurs, betareaders (examinateurs de fanfictions) et webmistresses (administrateurs des sites ou des blogs qui publient les fanfictions). Une de ces pratiques, qui est devenu très fréquent, est le manuel de comme de faire des fanfictions. Nous cherchons, dans cette dissertation, à analyser le fonctionnement de la communauté constituée autour de les fanfictions et, plus spécifiquement, comment les ficwriters, que sont membres de cette communauté, traitent des manuels de fanfictions. Le corpus de notre recherche est essentiellement constitué par fanfictions sur Harry Potter, publiée dans les sites Floreios e Borrões et Niah fanfiction, et des textes qui se disent comme " manuel de comme de faire des fanfictions ", trouvé dans les sites et les blogs liée à fanfictions. Pour analyser ces textes, nous nous servons fondamentalement de concepts postulés par Dominique Maingueneau dans les livres Gênese dos Discursos (2008b) et Discurso Literário (2009). Notre hypothèse est que les manuels de fanfictions sont un moyen d'institutionnaliser les signes d'appartenance de communauté discursive formée autour de les fanfictions, et que cette tentative d'institutionnalisation laisse des traces dans le fonctionnement de l'instance de inscripteur: les ficwriters se positionner par rapport à ces manuels – que, dans une certaine mesure, de normaliser l'espace de l'interlangue - pour constituer le code langagier de votre fanfictions, qui affirme les signes d'appartenance dans cette communauté.