Projetos em Educação Ambiental

Videoaula que trata da elaboração de projetos de intervenção educativa em Engenharia Ambiental, podendo ser adaptada para outros fins. Na primeira parte, a professora esclarece que um projeto visa contribuir com a solução de um problema, além de identificar e caracterizar suas etapas de elaboração: introdução; justificativa; objetivos geral e específicos; referencial teórico; método e procedimentos; avaliação; e, cronograma. Na segunda parte, é dado enfoque à construção de um projeto de EA de intervenção educacional, que idealmente envolva a gestão e a educação ambiental. Intimamente ligada com as atividades referentes à construção do projeto, aborda os temas do local público; tendência da EA nos objetivos (conservadora ou crítica); método que envolva os aspectos de conhecimentos e saberes, éticos e estéticos, e políticos; metodologias que tratem da percepção ambiental e o diagnóstico socioambiental objetivando uma construção coletiva, com proponentes e comunidade identificados como público participante que protagonizam suas próprias ações.

A relevância da educação ambiental diante do desafio do desenvolvimento sustentável e (re) estruturação da escola como agente mediador de um novo paradigma: desenvolvimento sustentável e preservação ambiental

A Educação Ambiental já apresenta uma “exigência” da sociedade e tende a se tornar uma realidade institucional. Tal realidade se mostra na rotina de determinadas escolas que estão instaurando e instalando uma prática pedagógica inovadora. A Educação Ambiental no contexto escolar ainda precisa ser pensada e organizada de forma coletiva, entre todos os atores que formam o corpo escolar. A sustentabilidade do planeta e a relação homem/natureza são discussões relevantes no atual contexto da ordem mundial que está inserida numa crise universal de paradigmas. A escola aparece, nesse contexto, como elemento imprescindível e capaz de efetivar a Educação Ambiental. Porém, é sabido que a escola passa por uma crise de paradigmas em todas as suas esferas e que não tem conseguido alicerçar uma nova proposta de educação que a insera no mundo pós-moderno - já que a escola continua ancorada no longíquo e defasado modelo fabril de educação - ou seja, a escola sofre de referências em sua práxis pedagógica e dessa forma se faz urgente e necessário que uma nova pedagogia seja inserida nesse momento em que a escola sofre de uma crise que vai além de uma crise de valoresm mas também passa por um momento de estresse em sua pedagogia. E nesse contexto que surge a necessidade de uma Inovação Pedagógica com a proposta de romper com as práticas em educação que já não são requeridas na atualidade; as práticas tradicionais já não atendem ao atual contexto do mundo o qual encontra-se inserido na ótica do paradigma da complexidade, e esta Inovação deve criar situações novas capazes de criar aprendizagens significativas em um arranjo combinado na relação ensino-aprendizagem capaz de atender às novas demandas desse novo paradigma que se delineia. Neste novo mundo o professor não é mais um mero transmissor de saberes e o aluno deixa de ser um mero ouvinte: o foco deve ser a construção autônoma e significativa do conhecimento pelo estudante. Este trabalho aqui apresentado tem como propósito fazer uma análise das práticas que foram observadas na turma do Segundo Ano do Ensino Fundamental I, onde a da Educação Ambiental é trabalhada durante todo o ano letivo e a partir das diversas observações, entrevistas com alunos, professores, coordenadors e leituras acerca do tema, chegar à conclusão se de fato as práticas ali inseridas remetem a uma Inovação Pedagógica.

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

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

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.