Identificando a Educação Ambiental nas escolas municipais de Cabo Frio: uma reflexão sobre práticas pedagógicas

Neste trabalho nos propomos a investigar quais significados o professor atribui à Educação Ambiental e a partir desses significados, conhecer como esse conceito se insere em suas percepções sobre as práticas pedagógicas. Embora a Educação Ambiental não seja uma atribuição exclusiva da escola, optamos por colocar o professor como foco de nossa pesquisa por ele ter a oportunidade de trabalhar com a construção de conhecimentos, contribuindo para a formação de alunos mais questionadores. Tomamos como sujeitos participantes desse estudo, professores do Ensino Fundamental do segundo ciclo e do Ensino Médio das escolas municipais de Cabo Frio. No trajeto metodológico que adotamos, a construção de dados começou a partir do preenchimento de questionários semiabertos respondidos durante os anos letivos de 2013 e 2014. Optamos por apresentar os resultados em dois capítulos: um com análise quantitativa dos dados e outro contendo uma descrição analítica baseada na análise de conteúdo. As interpretações dos significados atribuídos à Educação Ambiental por estes professores e como esses significados se refletem em suas percepções sobre as atividades em sala de aula nos permitiu classificar suas práticas pedagógicas nas categorias da cartografia das correntes de Educação Ambiental de Lucie Sauvé e desta forma, ter um panorama de qual corrente predomina nas escolas pesquisadas. Concluímos que, em sua maioria, os professores que desenvolvem a Educação Ambiental trabalham de forma que o aluno possa perceber a importância de se conservar o meio ambiente ao seu entorno, e desta forma a Educação Ambiental apresenta um significado muito próximo da corrente conservadora descrita pela autora. Esta importância é determinada pelo professor, mas não dispersa de sentido, pois os docentes envolvidos buscam o estabelecimento de um processo de ensino-aprendizagem que leve em conta questões mais próximas à realidade do aluno. Esse trabalho é recente, iniciado nos últimos 3 anos e promovido principalmente na forma de projetos. Acreditamos que há necessidade de uma reflexão sobre os parâmetros que devam nortear o ensino da Educação Ambiental de forma mais sistemática nessas escolas, com uma orientação contínua dada a importância que o tema merece, uma vez que a transformação negativa do meio ambiente é uma forma de agressão coletiva, capaz de repercutir na vida de toda a humanidade.

O Programa Nova EJA do Estado do Rio de Janeiro na perspectiva dos seus sujeitos

O presente estudo propõe analisar a nova matriz curricular da Educação de Jovens e Adultos do Estado do Rio de Janeiro, que foi aprovada pelo CEE/RJ através da Deliberação CEE N 320/2011. Tal programa derivou das novas diretrizes curriculares apresentadas pelo Plano de Metas do Estado do Rio de Janeiro (PME/RJ- 2011), atribuído como uma das frentes de atuação governamental adotadas pelo Governo Sergio Cabral. Nesse sentido, propomos pesquisar as implicações formativas na formação de Jovens e Adultos decorrentes da implantação do currículo mínimo na EJA, tendo como arcabouço teórico metodológico a Filosofia da Práxis de Gramsci, norteado pela concepção de Escola e educação que deriva de seu pensamento. Para tal, busca-se a partir de uma práxis filosófica que se revela comprometida com a realidade, contribuir com estudos que possam oferecer uma perspectiva de análise à sociedade. Para Gramsci, é no campo das experiências concretas, na análise crítica sobre a cultura e a política que se chegará, progressivamente, a uma concepção singular de mundo atrelada a visão da totalidade que vincula política e história como elementos indissociáveis no processo de emancipação das classes subalternas. Daí o interesse em investigar nos espaços de tensão, os embates históricos dos modelos de formação do Estado em confronto com as demandas da educação popular, através das ações históricas coletivas, que evidenciam como principais protagonistas os movimentos sociais.

高中生家庭功能与情绪问题的关系及人格的中介作用

The aim of this research is to explore the characteristics of family functioning，personality and their relation to anxiety and depression in high school students. A total of 914 high school students were assessed with The Chinese Family Assessment Instrument and Five -factor Personality Questionnaire and Mental Health Test and Middle School Students Depression Questionnaire. The result indicates, 1. The family functioning and Personality were all significant difference to school, gender, mother’s education and father’s education. 2. There were school, gender, mother’s education and father’s education differences in anxiety of students. 3. There were school, mother’s education and father’s education differences in depression of students. 4. Family functioning were predictive factor directly to anxiety of students, personality serves in part as medium between family functioning and anxiety of students. 5. Family functioning were predictive factor directly to the high school students’ depression, personality serves in part as medium between family functioning and depression of students. 6. The different schools had special features in relation models between family functioning, personality and anxiety of students. 7. The different schools had special features in relation models between family functioning, personality and depression of students.

Educação ambiental como instrumento no processo de gestão ambiental na Embrapa Cerrados: um diagnóstico.

2008

Bildungsbericht Dessau-Roßlau 2011

In dem Bildungsbericht [von Dessau-Roßlau] wurden thematische Schwerpunkte festgelegt, die sich weitestgehend auf das formale Lernen in Institutionen beziehen. Thematisch hat der Bildungsbericht die folgenden Schwerpunkte: Elementare Bildung, Allgemeinbildende Schulen, Berufsbildungssystem – Berufsbildende Schulen, Hochschulbildung, Erwachsenenbildung, Weiterbildung und informelles Lernen. Da insbesondere die Übergänge zwischen den Institutionen wichtige Punkte in der Bildungsbiographie sind, werden sie in den jeweiligen Kapiteln kurz anhand ihrer Besonderheiten und Auffälligkeiten beschrieben. Neben der allgemeinen Darstellung der Teilbereiche werden alle Bereiche in Bezug auf drei Einflussfaktoren untersucht: Demographischer Wandel, Soziale Ungleichheit, Geschlechtsspezifische Ungleichheit. Diese drei Themenkomplexe sind als Querschnittsthemen allen Schwerpunkten vorangestellt und beschreiben, welchen Einfluss die jeweiligen Faktoren haben bzw. wie groß ihr Einfluss auf die Teilbereiche ist. (DIPF/Orig.)

Valoración de impacto ambiental por pesticidas agrícolas.

El uso de agroquímicos en Argentina se ha fortalecido junto con la expansión agrícola. El objetivo de este trabajo es la elaboración de una metodología para calcular el impacto ambiental que los pesticidas causan en el medio ambiente teniendo en cuenta los siguientes factores: "ecotoxicología": categoría toxicológica, toxicidad en abejas, aves y peces; "Toxicidad humana": carcinogenicidad, neurotoxicidad, alteraciones endocrinas, genotoxicidad y capacidad irritativa; "Comportamiento ambiental": la persistencia en el agua / sedimento, persistencia en el suelo y bioconcentración. Estos factores fueron clasificados como bajo, medio, alto o muy alto, de acuerdo con su nivel de toxicidad. Los resultados indican que los plaguicidas más tóxicos son los insecticidas. La mayoría de los pesticidas utilizados son la toxicidad media (43,75%), seguido de baja y alta toxicidad (21,88%) y, los de muy alta toxicidad (12,5%). La metodología propuesta podría ser utilizada como una herramienta de monitoreo, gestión o educación ambiental.

Calibration of assessment instruments – classification in mathematics at the Universidad Jorge Tadeo Lozano

Item Response Theory, IRT, is a valuable methodology for analyzing the quality of the instruments utilized in assessment of academic achievement. This article presents an implementation of the mentioned theory, particularly of the Rasch model, in order to calibrate items and the instrument used in the classification test for the Basic Mathematics subject at Universidad Jorge Tadeo Lozano. 509 responses chains of students, obtained in the june 2011 application, were analyzed with a set of 45 items, through eight case studies that are showing progressive steps of calibration. Criteria of validity of items and of whole instrument were defined and utilized, to select groups of responses chains and items that were finally used in the determination of parameters which then allowed the classification of assessed students by the test.

Medium as message: Making an 'emancipating' film on mental health and distress

This article will be a reflective report, made by participants, facilitators and tutors on the first stage of a project entitled ‘Mentalentity’ which, had as it brief, the promotion of positive attitudes to mental health among men in rural areas. The arts ‘product’ is a 25 minute film made by a group of men in South Armagh using an action learning and action research approach.. The project is a paradigm of ‘action research’ using arts based methods also in that none of the men had ever been involved in filmmaking and had to learn a wide range of skills to convert the knowledge they were reflecting on into an arts product; avoiding the sensationalising of a very complex subject and, equally, the earnestness sometimes associated with ‘awareness raising’ projects. The project is funded by a statutory agency, the Southern Investing for Health Partnership, and is being implemented by two voluntary groups, Men Aware (South Armagh) and a pan-disability group, Out and About, working with Queen’s University, School of Education, Open Learning Programme, which facilitated and accredited the project and the Nerve Centre, an internationally renowned independent arts organisation which specialises in music, multimedia, and the moving image. The article will relate the project to a range of arts based projects undertaken by the contributors and will contextualize this work within the research in such fields as inclusive participative and emancipatory research, qualitative research methodologies, active learning pedagogy, arts based pedagogy, Social/ Relational model disability and cutting edge ‘psychosocial’ models in mental health.

Using Cooperative Learning to Engage Students in Science

Cooperative learning can actively engage students in school science, stimulating curiosity and improving attitudes and motivation. Allen Thurston discusses the roles teachers and students can play to maximize its potential.

A comparison of biodegradable municipal waste (BMW) management strategies in Ireland and the Czech Republic and the lessons learned

In order to meet the recycling and recovery targets set forth by the European Union's (EU) Waste and Landfill Directives, both the Irish and Czech governments’ policy on waste management is changing to meet these pressures, with major emphasis being placed upon the management of biodegradable municipal waste (BMW). In particular, the EU Landfill Directive requires reductions in the rate of BMW going to landfill to 35% of 1995 values by 2016 and 2020 for Ireland and the Czech Republic, respectively. In this paper, the strategies of how Ireland and the Czech Republic plan to meet this challenge are compared. Ireland either landfills or exports its waste for recovery, while the Czech Republic has a relatively new waste management infrastructure. While Ireland met the first target of 75% diversion of BMW from landfill by 2010 and preliminary 2012 data indicate that Ireland is on track to meet the 2013 target, the achievement of the 2016 target remains at risk. Indicators that were developed to monitor the Czech Republic's path to meeting the targets demonstrate that it did not meet the first target that was set for 2010 and will probably not meet its 2013 target either. The evaluation reports on the implementation of Waste Management Plan of Czech Republic suggest that the currently applied strategy to divert biodegradable waste from landfill is not effective enough. For both countries, the EU Waste Framework and Landfill Directives will be a significant influence and driver of change in waste management practices and governance over the coming decade. This means that both countries will not only have to invest in infrastructure to achieve the targets, but will also have to increase awareness among the public in diverting this waste at the household level. Improving environmental education is part of increased awareness as it is imperative for citizens to understand the consequences of their actions as affluence continues to grow producing increased levels of waste.

Graphical abstract
Despite the differences in the levels of waste generation in both the Czech Republic and Ireland, each country can learn from each other in order to meet the recycling and recovery targets set by the European Union's (EU) Waste and Landfill Directives. Both countries will not only have to invest in infrastructure to achieve the targets, but will also have to increase awareness among the public in diverting this waste at the household level. In addition, there needs to be minimum safe standards when land-spreading organic agricultural and organic municipal and industrial materials on agricultural land used for food production, as well as incentives to increase BMW diversion from landfill such as the increased landfill levy implemented in Ireland and the acceptance of MBT and/or incineration as a means of treating residual waste.

Prática Pedagógica em Educação de Infância : consciência fonológica e desenvolvimento de competências orais e escritas

Relatório de estágio para a obtenção do grau de Mestre em Educação Pré-escolar e 1º Ciclo do Ensino Básico. Orientadora: Maria Leonor Simões dos Santos .Coorientadora: Marta Andreia de Sousa Jacinto Uva