Paisagens: aprendizados mediante as experiências : um ensaio sobre interpretação e valoração da paisagem

Este estudo de interpretação e valoração de paisagens e uma contribuição na área da Geografia para as pesquisas teóricas e aplicadas sobre educação ecológica, tendo a paisagem como ambiente de aprendizagem direcionada e incidental, através de experiências ambientais imediatas, tais como trilhas interpretativas e vivências na Natureza. Estas atividades visam uma estimulação pluri-sensorial, de busca do equilíbrio ecológico e emocional através do estabelecimento de laços afetivos com o meio ambiente, envolvendo o significado do reconectar-se com a Terra. Visa ainda contribuir para processos de sensibilização e conscientização ambiental a partir da visão ecológica, induzindo a mudanças atitudinais no sentido do desenvolvimento de condutas pro-ambientais mais conscienciosas, bem como subsidiar programas e projetos vinculados às políticas públicas direcionadas à conservação e valoração da paisagem natural e cultural.

Geografia e novas tecnologias: o centro integrado de alertas de desastres naturais (CIADEN) como proposta de prática pedagógica para o ciclo I do ensino fundamental

This research work aims to analyze and understand the teaching of geography in the perspective of historical and critical pedagogy, with the object of analysis, the Center for Integrated Natural Disaster Alerts (CIADEN) for students in Cycle I of the Elementary School, located in Etec “Astor de Mattos Carvalho”, in Cabrália Paulista-SP. Deepening the knowledge of geography teaching in a critical and controversial about the bad weather and the use of new technologies to transform the social order and its relationship with the environment. Contributing to the students and the community have a new proposal for action from the content learned, capable of solving the present and future with respect to weather, climate and natural disasters. To implement a culture of prevention and risk perception, providing the diffusion of knowledge socially useful

Diagnóstico socioambiental de um alojamento estudantil público e da comunidade do entorno: um estudo da relação entre a universidade e a sociedade

Dormitories are places offered by Brazilian public Universities to undergraduate students evaluated as socio-economically less favored aiming to guarantee the housing of the student in the locality they take a given undergraduate course, once housing is one the points which compose the tripod that supports the concept of student permanence, along with conditions of transportations and food. These places, however, present problems in their management, specially the ones related to social and environmental questions, caused by wrong attitudes and pre-concepts of their own residents, other students and the communities who live around them. So, this project aims to identify and analyze the socio-environmental conditions of a students’ dormitory located in Botucatu/SP which is supported by the Universidade Estadual Paulista “Júlio de Mesquita Filho” (Unesp) as well as the community that surrounds it. The data collecting is based on an exploratory research characterized for interviews that used semi-structured questionnaires and for the creation of a photography record of the region. The obtained data corroborated the tendency of an increasing gap between the Brazilian public universities and the society as well as to the disengagement of them and their students. This diagnosis has permitted to build proposals of educational interventions based on Permaculture, Agroecology and Critical Environmental Education to the improvement of the existing relationships among the students who live at the dormitory and among them and the local community. These interventions may be used as subsidies to the development of future research and extension projects to the local community

Proposta para a implantação de uma trilha interpretativa com bases na Pedagogia Waldorf na Floresta Estadual Edmundo Navarro de Andrade - Rio Claro, SP

At a time when people turn increasingly to technological innovations and virtual networks, a closer interaction with the environment can provide sensitizing experiences. One tool that facilitates this approach is the interpretative trail: its use in a Unit of Conservation (UC) allows more contact between the visitor and the nature elements. This research aimed to propose the establishment of an interpretative trail at the State Florest “Edmundo Navarro de Andrade” (FEENA) in Rio Claro (SP) with theoretical bases from Waldorf Pedagogy. The proposed trail is destined for students with 07-14 years-old, a period that the awareness is more accurate in a person, according to Waldorf tenets. On the path of the trail, we propose some educational activities at the points of interpretation: storytelling about environment; “photograph” the place with a drawing; create a song with sounds produced by the body and by nature elements; blindfold guide and a circle of people to share experiences. The activities aim to provide in the student a close and harmonious contact with oneself, with other people and with the natural world, and also serve as a support for programs of public use and environmental education at UC. The environmental awareness process in the context of FEENA - which has a significant landscape valuation - develops through the sensibilities of exterior and interior world. And also develops with the creation if images, thoughts, feelings and interdependencies relationships. Therefore, the ecologic education allows changes and formation of values and sensitive attitudes to students about the environment

Quais relações estabelecidas entre ensino de química, educação ambiental e o enfoque CTS?: um estado da arte de alguns periódicos nacionais

This work presents results of art state that searched articles to bring in its wake the relationship between Teaching of Chemistry (TC), Environmental Education (EE) and the Teaching of Chemistry directed from the Science Technology and Society (STS) standpoint. The research was carried by articles surveying in major magazines Brazilian Environmental Education and a reference in the research magazine of Science Education, being performed a qualitative analysis of those items that were identified. It was noted that little is produced on the subject of interest within this field, in mid-1998 to June 2012. In the articles analyzed did not find a perspective that allied relationship STS and EE, or EE, STS and TC. Nine articles were found in relation EE and TC, and TC and three articles STS, constituting two thematic axes: Relationship between Environmental Education and the Teaching of Chemistry and Relationship between Science and Technology Society and Chemistry Teaching, The discussion was given from the contents that comprised the categories created. The first axis involved: a) Teacher of Chemistry and EA b) Contents of Chemistry and EE, and c) Concepts and practices of EE Chemistry teachers. The second axis of the categories are: a) formative processes and conceptions of chemistry teachers in STS: b) Analysis of TC practice focusing STS. There were works produced by the same authors, who mostly used the same theme in different magazines for publication only changing the perspective of analyzing the results. Finally, a scenario indicates that restricted thematic research and the need to advance with future work

A educação ambiental presente nos programas de uso público em parques estaduais localizados no município de São Paulo

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

As ações em educação ambiental realizadas por Organizações Não-Governamentais no estado de São Paulo: alcances e limitações

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A dimensão política da educação ambiental em investigações de revistas brasileiras de ensino de ciências

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Os projetos político-pedagógicos dos cursos de pedagogia e os temas ambientais: o caso das Universidades Federais brasileiras

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A inclusão de temas ambientais nos cursos de Ciências Biológicas de universidades públicas paulistas

Environmental education (EE) is considered an essential component in individual education and requires prepared professionals to deal with the issues it covers. Teacher’s education courses should include the environmental dimension in their curriculum. Nevertheless, studies show that the EE in degrees occurs in an incipient way. This research aimed to analyze the inclusion of environmental issues in Biological Science teacher formation courses, at public universities in São Paulo. We analyzed the summaries of the disciplines in the curriculum of the courses in relation to the number of threads that refer to environmental issues. We found that the courses analyzed include the environmental dimension in the summaries of some disciplines, but in most of them, in an insignificant way. We also found that, in most cases, the disciplines are restricted to ecological aspects of environmental issues. We conclude that the investigated courses do not meet the recommendations of the legislation as regards the inclusion of the environmental dimension in the curriculum of teacher’s education.

Educação ambiental e monocultura canavieira: desvendando a compreensão sobre a interação do ser humano com o meio ambiente em alunos da Educação de Jovens e Adultos

Pós-graduação em Educação para a Ciência - FC

A educação ambiental na formação de pedagogos de uma universidade publicado Estado de São Paulo

This study aimed to understand environmental education in the training of teachers of one pedagogy course at a public university in the state of São Paulo. To answer this question, an exploratory research was conducted, in which a study field, by the techniques of semistructured interviews and documentary analysis, provided the data for analysis. Important to highlight theoretical and methodological foundations of Historical-Dialectical Materialism and Historical-Critical Pedagogy that guided the study. With the results analyzed, we say that environmental education in the studied pedagogy course is minimal and, when it appears, enhances conservation and care with the environment perspectives, without considering the causes of environmental degradation: the way to produce life in capitalist society. In this sense, it is necessary for a consistent formation of the teacher in environmental education to advance the knowledge of this field directly related to education. For the inclusion of environmental education in school education, it is necessary that their knowledge to be considered in education, especially in the training of teachers. Therefore, the data collected and analyzed in this study may contribute to the formation of teachers to understand that environmental education in their training has not been established with the importance and the quality that the social and environmental problems require, with no place along the undergraduation, a condition that needs to be changed to teacher develop a transformative environmental educational practice at school

Educação estatística crítica na formação do engenheiro ambiental

Pós-graduação em Educação Matemática - IGCE

Gestão integrada de resíduos sólidos urbanos nos municípios da UGRHI- 14 Alto Paranapanema: interfaces concretas e potencialidades

Pós-graduação em Geografia - FCT

A Aprendizagem Cooperativa (AC) como prática educativa ambiental: contribuições para a ampliação do meio ambiente

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)