Análise da percepção ambiental como instrumento ao planejamento da educação ambiental

O presente trabalho teve como objetivo realizar um diagnóstico da percepção ambiental da comunidade educativa da Universidade Federal do Rio Grande do Sul (professores, alunos e técnicos administrativos). O estudo da percepção ambiental de uma população é fundamental para compreender as inter-relações da mesma com o seu ambiente. Conhecendo a realidade desta comunidade, pode-se realizar projetos de educação ambiental que atenda as necessidades encontradas nesta população. Conforme a Conferência de Tbilisi, a educação ambiental deve girar em torno de problemas concretos e ter um caráter interdisciplinar. Conforme a Política Nacional de Educação Ambiental, a educação ambiental deve ser tratada em todos os níveis de ensino, formal e informal. Este trabalho foi realizada uma pesquisa quantitativa, baseada em um questionário pré-estabelecido, com uma amostra de 1042 entrevistas. Com a análise dos dados observou-se que a comunidade educativa da UFRGS está preocupada com as questões ambientais, mas está pouco envolvida em ações concretas. A comunidade educativa da UFRGS possui trabalhos que permitem uma análise mais apurada das relações entre a percepção ambiental dessa comunidade e a educação ambiental, como o Relatório de Resíduos Sólidos (GIGA), que trata da gestão dos resíduos produzidos nessa comunidade. Além disso, a UFRGS passa, a partir de 2006, a oferecer um Curso de Graduação em Engenharia Ambiental, o qual pode contribuir significativamente para a consolidação de um processo de educação ambiental e de gestão de resíduos dentro da UFRGS. Este trabalho demonstrou a necessidade de implantação de um projeto de Educação Ambiental na UFRGS, e os resultados desta pesquisa poderão servir como subsídio para a elaboração deste projeto.

Desafios na implementação da educação ambiental nos cursos de graduação em administração: um estudo em instituições de ensino superior de Teresina-PI

O objetivo primário da pesquisa foi “analisar como a EA é implementada nos cursos de administração, tendo em vista as disposições instituídas pela Política Nacional da Educação Ambiental”. Seus objetivos secundários foram: (a) analisar como os atores chaves do processo pedagógico dos cursos de administração de empresas compreendem a educação ambiental; (b) identificar quais os parâmetros as IES utilizam para inserir a educação ambiental nos cursos de administração; (c) identificar como e quais as práticas de educação ambiental estão envolvidas na formação do administrador. Trata-se de um estudo de casos múltiplos com três IES de Teresina-PI, foi utilizada a análise de conteúdo com auxílio do Atlas/ti. A análise da implementação da EA nas Instituições de Ensino Superior reafirmou dificuldades já previstas em outros estudos e apontou novos desafios relatados no decorrer desse texto. Duas forças surgem nessa análise: a institucional e a individual. A força institucional é corroborada pelas ações mais amplas e que são fortemente influenciadas pelas diretrizes legais da EA; a força individual se confirma pela presença de docentes envolvidos com a questão, essa força assume uma relevância quando se considera o próprio significado da EA como instrumento de fortalecimento de valores sociais, assim como torna mais fácil sua disseminação pelo modelo de envolvimento que os sujeitos apresentam.

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

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

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

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.

A percepção do professor de Biologia e a sua formação: a Educação Ambiental em questão

O presente artigo apresenta os resultados de uma pesquisa cujo objetivo foi identificar as percepções dos professores de Biologia do município de Piracicaba, SP, e dos alunos concluintes de um curso de licenciatura em Ciências Biológicas em relação à presença da Educação Ambiental em sua formação inicial, a fim de discutir a inserção da temática na universidade em geral e, especificamente, na licenciatura em Ciências Biológicas. Os resultados indicam que o professor de Biologia ainda necessita de uma formação mais crítica em relação à educação ambiental e que, numa perspectiva complexa, essa formação necessita ser tratada de forma mais rigorosa na universidade e nas licenciaturas em Ciências Biológicas para que os profissionais formados possam atuar, efetivamente, na formação cidadã para uma sociedade mais sustentável.

A biotecnologia e a educação ambiental no resguarde a duas espécies em vias de extinção na flora da Mata Atlântica Brasileira

The anthropical action caused destruction of great part of the Atlantic forest remaining today around 7% to 8% of the original portion. A classical example of the degradation is the situation of the Pau-Brasil (Caesalpinia echinata Lam.) which appellant exploration summarized abruptly decreased the wild occurrence of the species. Besides the economic exploration and the threat of extinction, the plant shows some characteristics that its own physiology makes difficult the survival in natural conditions. For this reason, any strategy developed to conserve it should also guarantee ways for its multiplication. In these conditions, the only reasonable technology is micropropagation in vitro based on immature segments of Catullus (explants or internodes). However, in virtue of the threat of extinction, extractivism and fenology, the disponibility of the sources of explants are reduced. Then, to turn this around, the present research showed the hypothesis that arrange these explants would have as a solution to elaborate a bank of matrixes and the utilization of produced seedlings as source of explant. Then, assuming that the soil is a fundamental element for a good formation of the seedlings, there were tests in a greenhouse on the Laboratory of plant biotechnology at UFRN, from May to June of 2008 that showed the influence of the four different soils on the production of Pau-Brasil. The objective of this work was to make possible the seedlings production of the specie and from them to establish a bank of matrixes as source of explant to guarantee the continuity of the process of micropropagation, contributing with the preservation of the specie

Conservação dos invertebrados em área de proteção ambiental litorânea no nordeste do Brasil: contribuições da educação ambiental para a sustentabilidade

Today's society is in a real collapse of an environmental nature. The populations are lost due to a dream of development without thinking of the consequences that said development can bring to human populations. Thus, it is necessary that strategies be developed for the purpose of protecting the flora and fauna that is at risk from suffering the pressure to achieve this development. Thus important issues involving the need to conserve nature and the creation of protected areas as these strategies are increasingly being developed in research, whether in the biological and / or social. In this sense, the aim of this research through environmental perception social actors for the formation of significant elements for understanding the relationship between man and nature, and from there to provide actions for sensitization. As well as changing attitudes towards environmental issues, to thereby provide analysis based on Environmental Education in order to provide the production of environmental knowledge as a tool that provides value shift. This area of research was to study the Environmental Protection Area Jenipabu - APA Jenipabu, located in northeastern Brazil. Where, from the environmental perception of students from schools within and around this Nature Conservation Unit notes were made regarding the value and meaning given by students, and how this, the feeling of belonging to these groups. This dissertation is composed of two chapters, the first is titled Environmental perception and feeling of belonging in the area of environmental protection in coastal RN - Brazil, where it makes a diagnosis of how these groups understands and realizes the Unity of Nature Conservation. The second, which is titled Construction of environmental knowledge and conservation of invertebrates in the Environmental Protection Area in the northeast coast of Brazil, specifically developed in the school from within the APA Jenipabu, in order to promote a sense of belonging for those students who become multipliers, in order to realize the importance and necessity of having this unit for Nature Conservation. Looking to the degree of importance of environmental education as a tool to raise awareness on conservation of invertebrates and is all the fauna and flora exists, whether in a conservation of nature or not

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

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

A construção coletiva interdisciplinar em educação ambiental no ensino médio: a microbacia hidrográfica do Ribeirão dos Peixes como tema gerador

O Ribeirão dos Peixes é o principal corpo de água do município de Dois Córregos (SP), e as conseqüências das atividades antrópicas no local exigem urgentes providências para a recuperação do sistema. Considerando que as bacias hidrográficas representam uma temática bastante adequada para um programa de Educação Ambiental e, ainda, as dificuldades/necessidades apresentadas, pelos professores, para o desenvolvimento de práticas que estimulem a conscientização dos alunos com respeito às questões ambientais, o presente estudo visou à formação interdisciplinar de educadores que atuavam no terceiro ano do ensino médio de uma escola estadual, no sentido de possibilitar que trabalhassem posteriormente com seus alunos a dimensão ambiental da microbacia hidrográfica do Ribeirão dos Peixes. Uma investigação inicial sobre as práticas pedagógicas dos professores em relação à abordagem do tema e à Educação Ambiental forneceu subsídios para que este trabalho fosse conduzido, por meio da Pesquisa-ação-participativa e complementada pelo Ensino por pesquisa.

A aprendizagem de conceitos climáticos e ambientais através de novas tecnologias visando a inclusão digital e a educação ambiental

Pós-graduação em Geografia - IGCE