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In 3D printing process using fused deposition modeling (FDM), filaments are used, including polylactic acid (PLA), coming from sugar cane or corn, which is melted during printing to form parts in three-dimensional layers. However, with the growing demand for 3D printing in different sectors of society, the trend is towards irregular disposal and the accumulation of this material in the form of waste. Therefore, we aim to reuse 3D printing waste made from PLA through mechanical recycling conversion. To this end, we held a 3D printing waste recycling workshop with High School and Higher students from the Instituto Federal do Amazonas Campus Manaus Distrito Industrial (IFAM CMDI). During the workshop, we asked students about 3D printing and sustainability and taught a class on the basics of 3D printing and recycling their waste. Later, the students used the single-screw extruder to form the PLA filament that can be used again in a new print. The students learned how to develop filaments for 3D printers, combining Environmental Education and Professional and Technological Education, stimulating learning and making them makers, manufacturing their own material, being able, in the long term, to undertake and work in this area. Therefore, with this PLA recycling workshop, we promote the circular economy, so that products and materials are reused, increasing their useful life and reducing waste. [ABSTRACT FROM AUTHOR]

This is a fragment of a master's research, with a qualitative approach. This article aims to analyze an intervention action in which it was sought to join forces with indigenous peoples and their powerful voices to collectively reflect on climate change and its triggers, together with eight students from the Degrees in Biology and Chemistry and seven employees of the Federal Institute of Education, Science and Technology of Rondônia. As a theoretical reference, there were used indigenous authors and environmental education authors. Conversation circles were used as a methodology for constructing dialogical spaces during the research. The results showed that providing experiences of different world representations through dialogues with native peoples and forming alliances in confronting the climate threat can contribute to the development of integrated socio-environmental thinking among subjects. It is understood the urgency of including other perspectives in education to face climate change and contemporary crises. [ABSTRACT FROM AUTHOR]

How is climate change or the climate crisis addressed in Latin American literature in the areas of education, environmental studies, public administration and political science? The aim of the article is to interpret the approach and understand the presence of environmental education in a sample of this literature. Methodologically, we carried out a systematic search and selection of texts indexed in the Web of Science, identified and classified analytical axes and carried out a synthetic analysis of the results. The analysis showed that the selected texts on climate change and crisis are crossed by the following themes: education and awareness; anthropogenic causes of climate change/crisis and their socio-economic and political consequences that unequally affect social groups and territories; and the debate on institutions and decisions in the context of national and international public policies. The results showed that environmental education is confined to the field of education and is a thematic niche. These results can contribute to the literature on climate issues. [ABSTRACT FROM AUTHOR]

The study intends to understand the perception and demands of rural producers in relation to climate change, using hermeneutic phenomenology as a basis, to contribute to Public Policies of protection and Environmental Education aimed at the family farmer. The observations and interviews were carried out in the Western region of Paraná (Brazil) and in the region of Galicia (Spain). In general, the participants perceive several climatic changes in the last years and attribute the worsening of the climate to anthropic actions. The demands involve the scarcity of financial resources, difficulty in accessing managers and decisionmakers, and the discrepancy of treatment between small and large farmers by society and public power. It is understood that there is a need to create educational actions that encourage the subject to critically reflect on production and consumption models and on public policies that contemplate family farmers as they contemplate landowners, promoting a more sustainable and less vulnerable rural development. [ABSTRACT FROM AUTHOR]

In the realm of poetry, the act of naming places serves as an intricate practice that profoundly shapes our perceptions of the land we live in. In contrast to the prevalent tendency in modern literary traditions to use abstract and standardized symbols for locations, poetry establishes unique linguistic registers to both appreciate the magnificence and acknowledge the deterioration of sites traditionally named by human communities. This paper synthesizes the outcomes of an interdisciplinary investigation that integrates critical anthropology, aesthetic studies, environmental theory, and ecocriticism. By delving into contemporary poetry from Western Mexico, the analysis explores the pedagogical utility of poetry, addressing the question: 'What insights does contemporary Western Mexican poetry offer about nature amid the planetary and civilizational crises?' The article unravels diverse connotations of nature in poetry, suggesting novel pedagogical interpretations to reterritorialize the identity of Western Mexico. This initiative counters the prevailing cultural trend that tends to obscure the distinctive attributes of the region, thereby restoring the integral connection between humans and the nature they are an intrinsic part of. [ABSTRACT FROM AUTHOR]

This article aims to demonstrate how, according to the German philosopher Hans Jonas, responsibility towards the future should be embraced as an educational task in our time, given the severity of the climate and environmental crisis affecting us. To achieve this, we intend to illustrate how this task involves a pedagogy of catastrophe (understood as a "heuristic of fear" that prepares for the avoidance of evil, thus being a political attitude) and a confirmation, maintenance, and grounding of the idea of humanity (understood as human authenticity in its interdependence with all other forms of life). We will conclude by showing how, for Jonas, the task of environmental education should foster a sense of belonging to humanity and how this task involves both raising awareness about the seriousness of the situation and promoting a lifestyle based on caution, modesty, and frugality. In this way, we aim to demonstrate how Jonas's ideas can be important for the debate on environmental education. The type of research conducted is a bibliographic analysis of the author's texts, which will be analyzed using hermeneutic methodology. Ultimately, the problem analyzed in the article is: in what ways does the ethics of responsibility proposed by Hans Jonas offer innovative insights for addressing the contemporary challenges of environmental education?. [ABSTRACT FROM AUTHOR]

The relationship between climate and biodiversity is complex and requires research that, through environmental, social and economic crises, guide decision-making for the conservation of biodiversity that is environmentally and socially appropriate and viable. In this sense, it is imperative to point out ways, mainly through Environmental Education, adapted to the conceptions and values about biodiversity protection found in society, in order to provide responses as fast and efficient as the environmental crises demand. Therefore, this article aimed to present the validation and potential of a diagnostic instrument that helps to understand this range of values and ideas. The instrument, built based on Likert scaling, was semantically and statistically validated and resulted in three potential axes of analysis: anthropic, biological and geosystemic. These axes can be analyzed according to the context of application, articulate issues involved in the complexity of environmental factors and guide decision-making in the environmental area. [ABSTRACT FROM AUTHOR]

El objetivo es determinar los mecanismos de la construcción del campo de la Educación Ambiental (EA) y el tránsito hacia la interdisciplinariedad de ella saberes y conocimientos para realizar: análisis, diagnóstico, participación e intervención en la población para construir conciencia sobre el cambio en la relación del ser humano con naturaleza, una disyuntiva en el marco de la crisis civilizatoria: o 1) Cambiamos a un conocimiento que integre, aglutine y tome en cuenta la totalidad para generar puentes entre las diferentes disciplinas ante el fenómeno de la contaminación o 2) Ante la complejidad de la EA se sigue bajo la misma inercia y lógica: parcialización y compartimentalización de los estudios Preguntas derivadas de esto son: 1) ¿Cuáles son los incentivos para la interdisciplina en la EA? 2) ¿Cuál es el mecanismo interno que sucede de los profesores de posgrado en México? y 3) ¿Cuáles son los puentes interdisciplinarios en él?

The objective of this work is to problematize the concept of social literacies based on bibliographical studies and establish dialogues with Rural Education and Environmental Education, taking as a reference the investigations carried out at the Nucleus of Research in Rural Education, Social Movements and Pedagogical Practices (Nupecamp), from the Graduate Program in Education, at Tuiuti University of Paraná. It brings together results of documental and bibliographical research and empirical work carried out in municipalities in the Metropolitan Region of Curitiba (RMC) from 2010 to 2022. This study has as the central reference the conception of social literacies, from Street (2014) and opens dialogues with Tfouni (2006, 2010). The methodological course favored the qualitative, exploratory approach and the bibliographic procedure. It is concluded that Rural Education and Environmental Education make up the social practices and policies that underlie social literacy in a critical perspective. [ABSTRACT FROM AUTHOR]

The purpose is to establish mechanisms for constructing the field of Environmental Education (EE) and move towards the interdisciplinarity of EE knowledge, addressing the necessary skills for analysis, diagnosis, participation, and intervention in the population. The objective is to raise awareness in society about the need for a change in the human-nature relationship, considered a dilemma in the context of the civilizational crisis: 1) The transition is made towards a knowledge that integrates, unifies, and considers totality to establish connections between different disciplines in the face of the pollution phenomenon; 2) Given the complexity of Environmental Education (EE), the persistence of the same inertia and logic is observed: the partialization and compartmentalization of studies. The questions arising from this context are as follows: 1) What are the incentives for interdisciplinary EE? 2) What is the internal mechanism occurring in postgraduate teachers in Mexico? and 3) What are the interdisciplinary bridges within it? [ABSTRACT FROM AUTHOR]

This article report results of a project carried out with a group of children from Early Childhood Education, from a federal public school in the city of Uberlândia, Minas Gerais. The activities carried out aimed at reflecting with the children on the environmental theme and aware about the importance of caring for the environment where they live. The theoretical-methodological framework was anchored in Historical-Cultural Psychology (HCP) and included participant observation as an instrument for data construction. In general terms, it was identified through the activities carried out that it is possible to work with the referred public from activities that enable investigation actions and discovery of natural phenomena for children to actively participate in the learning process. [ABSTRACT FROM AUTHOR]

This article shows the research results that proposed designing, developing, and analyzing a training experience in Environmental Education in the view of Complexity and transdisciplinarity for early childhood education teachers. This study was developed in 2017 and 2018 by the research group in Environmental Education and Complexity. The qualitative methodology included 11 teachers of early childhood education by providing a continuing education course in Environmental Education organized in 24 hours, between face-to-face meetings and distance activities. The qualitative research was used for analyzing the data obtained through observation, interviews, and questionnaires developed from the theoretical study. The results show the potential of Complexity theory and Transdisciplinarity as an essential contribution to continuing education for teachers to overcome the conservative view prevailing in Environmental Education teaching practice. [ABSTRACT FROM AUTHOR]

Este trabajo tiene como objetivo comprender la corriente de educación ambiental (Sauvé, 2005) que se moviliza en las políticas públicas de educación ambiental de Brasil y Colombia, así como las disputas que se dieron para su elaboración. Analizamos el discurso de los documentos institucionales, para el Brasil la Ley 9.975 de 1999, el decreto 4281 de 2002 y el Programa Nacional de EA (2003, 2005, 2014); y para Colombia los Lineamientos generales para una política de Educación Ambiental (1995), y la ley 1549 de 2012 que consolida la política de educación ambiental de 2002. Presentamos un histórico de la construcción de estos programas, y un análisis sobre el concepto de Educación Ambiental presente en su discurso. Se destaca una predominancia de las corrientes crítica en Brasil y Sistémica en Colombia, además de identificar otras perspectivas del área como estrategia política y de negociación con otros sectores políticos e ideológicos.

This work aims to understand the path of environmental education (Sauvé, 2005) that is mobilized in the environmental education policies of Brazil and Colombia, as well as the disputes that took place for its elaboration. We analyze institutional documents, for Brazil Law 9,975 of 1999, decree 4281 of 2002 and the National Program of EA (ProNEA 2003, 2005, 2014); and for Colombia the general guidelines for an environmental education policy (1995), and law 1549 of 2012 that consolidates the environmental education policy (2002). Present a history of the construction of these programs, and an analysis of the concept of Environmental Education present in their discourse. We highlight the predominance of critical perspective in Brazil and a Systemic one in the case of Colombia, in addition to the presence of other currents of the area as a political strategy and negotiation with other political and ideological sectors. [ABSTRACT FROM AUTHOR]

This study seeks to answer whether the theme of Sustainability/Environmental Education is present in undergraduate dental courses. The research is quantitative in nature. The first step was to search the undergraduate curricula. Then, a questionnaire was applied to the dentists. From the survey in the Higher Education Institutions, it was found that the theme Sustainability/Environmental Education, specifically, is not approached in the Dentistry courses; only related disciplines with superficial contents were found. The field research indicated that for 88% of the participants, the theme Sustainability/Environmental Education was not part of their curriculum, and only 12% of the participants affirmed having received this knowledge during their undergraduate studies. Thus, the research shows a gap in the academic training of dental surgeons during graduation, since the role and responsibility of universities is to contribute to a future of sustainable development through education. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of the conceptions about Environmental Education of the teachers of municipal basic education schools, in Matinhos, Paraná, Brazil. The research was quantitative and qualitative approaches. In the quantitative approach a questionnaire was elaborated with questions based on overall themes of the Environmental Education considering the relationship between the human being and the environment, with the participation of 51 teachers. The analysis was carried out using a statistical survey. In the qualitative approach a total of 13 teachers were interviewed and after the interviews were transcribed and analyzed by the Discursive Textual Analysis. The results show preservationists/conservationists aspects and a understanding of the interdependence with the nature, without a degree of significant deepening. Results also showed an enhancement the environment and understandings of the current contradictions connecting different areas of the knowledge. Such characteristics of results shows potential to construct with these teachers' new possibilities in the relations between the human being and nature. [ABSTRACT FROM AUTHOR]

The objective of this study is to understand what dissertations and academic theses in Brazil reveal about the theme Aesthetic-Environmental Education. We used content analysis to investigate twenty-five dissertations and theses defended between 1997 and 2011 on the subject, resulting in three thematic groups, namely: (1) The ethical and aesthetic dimension in the training of environmental educators; (2) Conservation Environmental Education and Environmental Preservationist and (3) Contribution of Environmental Education and Aesthetic Education in the process of transformation to new social life of the emancipated subject. Equally important, are his revelations providing elements to the conceptualization of Aesthetic-Environmental Education. [ABSTRACT FROM AUTHOR]

The use of information and communication technologies (ITC's) is the subject of discussion by most Brazilian educators. If it is recognized as a potential resource in favor of the teaching-learning processes, and it arouses great controversy in the school context. This way, the objective of this work was to promote a discussion about the use of mobile technologies in the study of the coastal ecosystems of Mata Atlântica with students of a public school of Marataízes / ES. As a source of data collection, bibliographical research was carried out in paper and virtual sources, through smartphones. In addition, a field lesson was organized in the coastal ecosystems of the Mata Atlântica located in the geo-school area, at which time mobile technologies acted as instruments to identify fauna and flora through the use of an application, in addition to serving the audiovisual record , later it was transformed into educational objects that were exposed to the school community. It was of great interes of the interest of the students to use mobile technologies in learning situations, which indicates the importance of the use of ICTs as educational tools, reinforcing the potential articulation of technological resources in the processes of teaching and learning in Sciences. [ABSTRACT FROM AUTHOR]