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Problemas socioambientais é uma temática emergente que necessita ser debatida em sala de aula. Em uma cidade turística, onde os problemas ambientais são pouco discutidos, propomos trazer uma análise do processo de argumentação, voltada ao desenvolvimento do pensamento crítico dos estudantes, instigados pela discussão dos problemas ambientais percebidos por estes em sua cidade. Nesse contexto, realizou-se análise das argumentações expostas pelos discentes durante a apresentação das propostas de solução para os problemas socioambientais trabalhados. A metodologia utilizada foi da Aprendizagem Baseada em Problemas para instigar a emergência do processo argumentativo, de forma que os discentes apresentassem seu ponto de vista e propostas de solução para os problemas identificados. Percebemos em decorrência do processo, a remodelação das ideias, decorrente da organização de argumentos fundamentados cientificamente e construídos colaborativamente entre os estudantes, o que nos remete a indícios do desenvolvimento do pensamento crítico.

Este artigo apresenta uma discussão sobre a importância da destinação correta dos resíduos sólidos, com enfoque no descarte de medicamentos e o papel que a educação ambiental tem nesse processo. A ação extensionista foi realizada no município de Francisco Beltrão, Paraná junto à Farmácia Municipal na Unidade Básica de Saúde Padre Ulrico. Após aquisição de dados, foi realizada uma campanha educativa buscando orientar a população acerca da importância do tema e dos problemas ambientais causados pela destinação incorreta dos medicamentos. Como resultado, foi elaborado um banner, que foi fixado no setor de atendimento da Farmácia Municipal, além de panfletos para distribuição à população, e divulgação do trabalho por meio de entrevistas em emissora de rádio e jornal.

Este estudio tiene como objetivo discutir la crisis de la metafísica asociada a la crisis de la Educación Ambiental. Es un acercamiento por el horizonte de la Hermenéutica Filosófica donde, en un primer momento, parte de la identificación y problematización del concepto de racionalidad que orienta la metafísica tradicional, en un segundo, discute la crisis de la metafísica desde Habermas, y, posteriormente, la desde las condiciones del Pensamiento Post-Metafísico y leyendo la concepción de Racionalidad Ambiental de Leff, se sugiere una Educación Ambiental Post-Metafísica. Una de las comprensiones de la necesidad de esta perspectiva está asociada al hecho de que la Educación Ambiental Conservacionista-Tradicional encuentra numerosas dificultades para enfrentar los problemas de nuestro tiempo. En este sentido, el surgimiento de una Educación Ambiental Post-Metafísica puede contribuir a la renovación de significados ambientales y posibilidades de acción. Estos movimientos pueden ofrecer aportes muy fructíferos al campo de los Fundamentos de la Educación Ambiental.

Este trabalho trata de reflexões teóricas a respeito de como a educação ambiental pode levar emancipação aos sujeitos envolvidos em suas práticas educativas. Teve como objetivo refletir sobre quais pressupostos são necessários a uma educação ambiental que se pretende crítica, com finalidade de promover emancipação humana. Para tanto, utilizou de uma metodologia de pesquisa bibliográfica de caráter qualitativo e teórico. Como resultados, foi possível observar a necessidade da inserção de discussões sobre: as bases ontológicas da educação ambiental; as categorias presentes nas teorias críticas que subsidiam as práticas educativas ambientais; a dialética enquanto pressuposto teórico, epistemológico e metodológico; e a própria emancipação como teleologia da educação ambiental crítica. Concluiu-se que para uma prática educativa ambiental apoiada em pressupostos críticos a fim de alcançar emancipação humana e equilíbrio entre a humanidade e o ser humano e a natureza, como uma forma alternativa às vertentes reducionistas, conservadoras e naturalistas, é preciso considerar teórica, metodológica e epistemologicamente que os problemas ambientais estão intimamente atrelados aos sociais. E, para isso, é preciso uma apreensão crítica da realidade a partir das ideologias e das utopias presentes e pela capacidade de, por si só, encontrar os caminhos que promovam suas mudanças subjetivas diante de si, do mundo e do outro, acompanhadas pelas mudanças coletivas.

O bioma pantaneiro tem atualmente grande notoriedade diante da exibição da telenovela ‘Pantanal”, gravada na região sul-mato-grossense, local com cenários turísticos, de imensa biodiversidade e aspectos que são transmitidos em “horário nobre” pela televisão brasileira. Na telenovela, são tratadas temáticas relevantes acerca das questões socioambientais, como a produção agropecuária sustentável, a relação da sociedade com a terra em uma perspectiva afetiva, a utilização de tecnologias limpas, problemas ambientais locais como queimadas, seca, extinção de espécies e as ações antrópicas na região. Dando ênfase a isto, optou-se pela discussão dos temas na ótica da Educação Ambiental. Assim, considerando a obra televisiva, apresentou-se uma discussão sobre como essa literatura pode corroborar com a reflexão das questões socioambientais presentes no bioma Pantanal, sobretudo na contribuição dos temas relacionadas às políticas públicas de Educação Ambiental, concernente aos processos jurídicos e educacionais presentes à constituição da dimensão ambiental numa perspectiva crítica. Deste modo, identificou-se diálogos entre os personagens a respeito de fake news e o negacionismo presente atualmente em discursos de cunho socioambiental. Ademais, os temas que são de ordem econômica, política, cultural e ambiental devem ser discutidos numa abordagem interdisciplinar e/ou transversal entre os componentes curriculares como Ciências, Biologia, Geografia, Matemática, História etc.

Neste trabalho descreve-se e analisa-se dados de uma pesquisa referente a um programa de Alfabetização Científica e Tecnológica (ACT) de orientação Ciência, Tecnologia e Sociedade (CTS), desenvolvido com um grupo de artesãs de filé, no bairro Pontal da Barra, Maceió, Brasil, com destaque para dois tópicos: educação ambiental e educação para a saúde. A pesquisa foi realizada para tese de doutoramento em Ensino de Ciência e Matemática. Inspirando-se em Fourez e Chassot, testou possibilidades de se desenvolver este programa para adultos fora dos muros da escola, na própria comunidade, como lugar privilegiado para se fazer a análise da realidade local, a integração com os saberes populares e o levantamento de problemas ali existentes. O programa centrou-se no apropriar-se de conhecimentos científicos e tecnológicos e na mudança de atitudes que contribuíssem para a formação cidadã e a tomada de decisões conscientes, especificamente em ciência e tecnologia. As avaliações realizadas durante e ao final do programa mostraram que as artesãs conseguiram transformar algumas de suas atitudes e perceberam mudanças no seu cotidiano no que diz respeito às dimensões cognitiva, afetiva, atitudinal e cultural.

Diante das mudanças climáticas ou “mutação climática”, como Latour (2020) define, e do avanço da ideologia neoliberal sobre as próprias vidas individuais e coletivas, o presente trabalho tem como objetivo construir elos entre a teorização curricular de Pinar (2007, 2016) e a Educação Ambiental, entendida enquanto uma rede espaço-temporais de experiências e relações. Tais elos se fazem necessários a partir das ideologias burguesas (im)postas pelas políticas públicas curriculares deliberadas nos últimos anos, agenciando uma determinada visão sobre as relações entre seres humanos e não-humanos por meio da Educação Ambiental, a partir de visões conservadoras e de pouca contribuição para uma luta sistêmica. A partir das experiências vividas cotidianamente e das histórias de vida dos sujeitos do currículo (professoras, professores, alunas e alunos), espera-se complicar as conversas dentro de sala, permitindo assim que a Educação Ambiental seja produto da construção humana local, agindo sob a realidade de vida de cada localidade, levando em consideração as especificidades dos sujeitos, além de suas subjetividades que permeiam a escola e a cultura e história onde esses sujeitos estão inseridos.

Este artigo tem como objetivo discutir a relação entre neoliberalismo e educação ambiental. A agenda neoliberal, desde os anos 1970, tem modificado estruturas econômicas, políticas, culturais, sociais e educacionais dos países que a adotaram. A educação ambiental não ficou de fora dessas mudanças, tornando-se, em muitos casos, uma ferramenta instrumentalizadora da natureza e simplificadora dos problemas ambientais. A perspectiva teórico-metodológica utilizada neste texto tem como base as análises sociológicas e históricas sobre o neoliberalismo, as crises do capitalismo e os aspectos de uma educação ambiental crítica. Os resultados apresentados giram em torno da discussão sobre a cidadania e as práticas políticas, além da necessidade de decisões incisivas sobre os problemas ambientais.

Trata-se de uma pesquisa qualitativa com o objetivo de compreender os limites, possibilidades e contribuições das Práticas Corporais de Aventura nas aulas de Educação Física em uma turma de 5º ano do Ensino Fundamental de uma escola da Rede Municipal de Ensino de Curitiba. Os participantes da pesquisa foram 30 alunos, entre 9 e 10 anos, de uma turma de 5º ano do Ensino Fundamental. Foram organizadas aulas na disciplina de Educação Física, visando vivência das modalidades de orientação, slackline, arvorismo, parkour e skate. A coleta de dados foi feita a partir de questionário semiaberto, relatórios de campo e relato escrito dos estudantes. Os dados foram analisados e interpretados a partir da identificação de categorias de análise. Os resultados da pesquisa revelam que as Práticas Corporais de Aventura podem contribuir com ações ambientais, modificando a relação ser humano e natureza, de modo crítico, democrático, emancipatório e transformador.

Environmental Education is seen as one of the main ways to raise awareness in society and mitigate environmental degradation. The school space is one of the essential places to provide the citizen development of students, so that they can act with environmental responsibility. Thus, the present work aims to analyze the contents of Environmental Education in the PNLD 2021 books belonging to Moderna Plus collection - Nature Sciences, used in the New High School (NEM) in a public school in the city of Santa Helena, Paraíba. The new PNLD books are organized by knowledge area, and 06 didactic copies are offered for the three high school grades. The research was characterized as exploratory and documentary, with the analysis based on the contributions of the work of Layrargues and Lima (2014), related to the conservative, pragmatic and critical strands of the Political-Pedagogical Macrotrends of Environmental Education. The themes selected to be analyzed stemmed from the themes related to EE, addressed by each book that makes up the collection under investigation. This research presents all environmental proposals inserted in the Moderna Plus - Nature Sciences collection, through the macrotrends, as well as points out some factors that were not addressed in some of the didactic copies, which serve to assist teachers and students of the NEM, following the principles of the National Common Curricular Base (BNCC), through the implementation of the NEM.

O presente artigo aborda o processo educacional, entendendo que a Educação é um fenômeno extensivo a todos, pré-condição para o pleno exercício da cidadania. Aponta para a pouca prática da Educação Ambiental na escola pública, principalmente no que se refere ao ensino fundamental, alertando para os prejuízos que podem ocorrer decorrentes deste fato. O texto segue, mostrando a Educação Ambiental como proposta de educação, que visa contribuir para a resolução dos novos desafios colocados pelo desenvolvimento da humanidade. Continua reiterando a necessidade da adoção desta prática pelas unidades de ensino, mostrando que é urgente o envolvimento de todas as camadas sociais, escola e comunidade. Neste momento, discute o novo perfil do educador, tão necessário às transformações sociais. Finalizando, reflete a respeito dos desafios da Educação Ambiental: deve contribuir para a construção de novos modelos, que possam reforçar a luta contra a exclusão social.

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]

This article presents an Educational Product, the result of a Professional Master's research in Chemistry in a National Network (PROFQUI), and the investigative context in which it was developed. The research that led to the product aimed to analyze the possible contributions and potentialities of a Formative Itinerary (IF) in the Natural Sciences area involving Basic Education students from an environmental perspective, allowing the knowledge and resources generated in this IF to contribute to individual or collective actions of mediation and intervention on environmental issues. The activities took place over a twelve-week period, with one 50-minute class per week, guided by the class teacher. The educational proposal was the development of an IF with the goal of addressing various themes related to waste and its recycling process, emphasizing social situations related to the theme, based on skills in the National Common Curricular Base. The procedure for developing this product was participant research, with a descriptive objective and a qualitative approach. In the interpretativeconstructive analysis, the results of the IF application reveal contributions to the students' education, with a significant interest and curiosity manifested by them regarding each discussed theme, sparking a genuine interest in the environmental issues addressed. The exploration of chemistry content, such as chemical bonds, molecular geometry, polymers, chemical formulas, inorganic acid-base functions, organic functions, and electrochemistry, within the proposed itinerary, played an essential role in enriching students' knowledge, thus allowing a comprehensive understanding of chemistry from molecular structure to practical applications. [ABSTRACT FROM AUTHOR]

Educational communication has been gaining prominence since the 1970s with the integration of information technologies into education, especially in more developed countries, gaining strength in Brazil over the past two decades. Paulo Freire was one of the promoters of this creative perspective of Communication/Education interrelation, pointing to the essentially dialogical nature of communication processes for the formation of a "critical consciousness." However, educational communication can also occur analogically without the use of technologies, such as in the making of signs, posters, models, pamphlets, exhibitions, and similar items. Environmental educational communication can be especially utilized through fast media, such as social networks, with YouTube Shorts, Instagram Stories or Reels, and short TikTok videos, which can be explored for the creation of audiovisual resources, as well as for the production of clips, short films, among others, all of which have a wide reach of environmental educational communication to the current population. The objective of this chapter is to explore the role of environmental educational communication as a tool for the dissemination and conservation of protected areas in the metropolitan region of Rio de Janeiro, Brazil, also known as Baixada Fluminense, presenting an overview of these areas with a focus on the Mário Xavier National Forest (Flona MX). The conservation units of Baixada Fluminense suffer from stereotypes attributed to the social and economic issues of the region, these facts contribute to the invisibility of these green areas, directly affecting conservation. Changing this scenario can come from encouraging society to become active in conservation, taking on the role of protagonists and for that, educomunicação must be present in these spaces, providing information, knowledge, and dissemination of these spaces, making society recognize the importance of protected areas, known in Brazil as Conservation Units. Thus, it was identified that the use of technological resources such as social media are extremely important tools and should be incorporated into communication plans of protected areas, as well as shared management practices should become more present, especially with the technical scientific support of universities, having the Shared Guard Extension Program Flona Mário Xavier, with a great example of integration and success in Baixada Fluminense for conservation. [ABSTRACT FROM AUTHOR]

The environment, the natural space in which we live, is of great importance for the survival of all species. Since the industrialization process, in the 17th century, the world's population has been causing damage to the environment, such as the excessive consumption of biological resources. With the perception that something needed to be revised, several environmental actions were propagated, and with them, the dissemination of Environmental Education (EE). Environmental education in the school context can generate several discussions. In Brazil, it is linked to the transversal themes (PCNs) of education, through the theme "environment". In view of this reality, the following question arises: How to work the environmental theme with the help of games and play, prioritizing a playful aspect? The use of playful activities associated with various subject contents can make the learning process dynamic, enjoyable, and most importantly, meaningful. The present work was developed from an extension project of the IFRN Macau Campus, "Econscious Roots: Environmental Education for the municipality of Macau", in which they aim to provide through playful activities a reflection on Environmental Education to the students of the Escola Mun. Padre João Penha Filho. In the work, games and play were developed with an eye toward environmental education. It was noticed that the use of playful activities are important tools in the learning process, and with the environmental theme linked to games and jokes, the content was better worked. Thus, it is up to the teachers of the different subjects to make use of playful practices that facilitate the teaching-learning process. [ABSTRACT FROM AUTHOR]

The present research has as object of study Environmental Education and the Teaching of geography in the final years of primary schools. Assuming that these are marked by the study on the relationship between human beings, society and the environment. So that it is possible to affirm that environmental issues are part of the scope of Geography. Therefore, state-of-the-art research was carried out seeking to answer the following question: What does the research point out about the Brazilian academic production on the teaching of Geography and Environmental Education in the final years of primary schools? Aiming to map the relationship of geography teaching with Environmental Education in the final years of Primary Education in Brazilian academic production from the abstracts extracted from the Brazilian Digital Library of Theses and Dissertations (BDTD) since the first document available in BDTD (1967) until 2020. The data analysis was performed with the aid of the ATLAS.ti software. As a synthesis of the exploratory research, it is pointed out the lack of studies involving Geography, Environmental Education and the final years of Primary Education, since, of the 816 researches defined as final corpus of analysis, only 16 dealt directly and only of this stage of education. The amount of research found highlights the need for expansion of work in this field. [ABSTRACT FROM AUTHOR]

This article aims to discuss the relationship between neoliberalism and environmental education. Since the 1970s, the neoliberal agenda has modified economic, political, cultural, social, and educational structures in the countries that adopted it. Environmental education was not left out of these changes, becoming, in many cases, a tool that instrumentalizes nature and simplifies environmental problems. The theoretical-methodological perspective used in this text is based on sociological and historical analyses of neoliberalism, the crises of capitalism, and aspects of critical environmental education. The results presented revolve around the discussion on citizenship and political practices, in addition to the need for incisive decisions on environmental problems. [ABSTRACT FROM AUTHOR]

This paper problematizes the operation of bio-ecopolitical strategies that mobilize security and the concept of gender to regulate populations. The strategies, which belong to global program documents issued by two international authorities – the International Union for Conservation of Nature (IUCN) and the United Nations Development Programme (UNDP) –, operate for the security of a sustainable future on the planet. Based on tools of Michel Foucault’s biopolitics and of ecopolitics, this study highlights women as a vulnerable population in environmental programs as shown by statistics and the concern for the future on the planet. Attention is paid to the way in which gender and environmental relations are developed. [ABSTRACT FROM AUTHOR]

Fauna, flora, environments and living beings, as well as the ecological, cultural and social relations between them and us humans, and, equally, everything that happens to them/us in given times and spaces, are articulated with what we call Science and/or Biology education in the scope of school and university education. Non-humans are deeply articulated with Literature, Visual Arts, Anthropology, Life Sciences, Scientific Dissemination and, especially, with the daily life of humans – but they seem to affect, still timidly, school classrooms and teacher education classrooms. In this sense, the text seeks to list possibilities of encounters between humans and non-humans at school and outside it. [ABSTRACT FROM AUTHOR]

This article discusses a minor environmental education that avoids the contradictions of sustainable development based on neoliberal economic perspectives. Along with the idea of minority, based on post-critical thinking, decolonial and transdisciplinary propositions of education for environments are presented. To this end, the critique of the Anthropocene/Capitalocene and the artistic activism of representatives of indigenous communities, as ideas to postpone the end of the world, are mapped in the text and promote differentiated propositions that can be considered alongside Science Education. [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]

When a community university enables the creation of environmental education processes through collaborative educommunication activities (with images) that involve several social groups in order to provide them with access to their right to communication, the question that arises is how can the communicational perspective, which values collective knowledge, point towards a poetic possibility for community development? The objective of this study is to reflect upon the contribution of collaborative communication to development processes. Bibliographical research provides support to the reflections upon the research-intervention that generated the co-creation 28 amateur films. The contributions of Cultural Studies, Community Communication, and Educommunication are used as theoretical references. The processes built collaboratively have enabled community development in the field of Communication, exploring the creative possibilities offered by audiovisual media, which led to new perspectives about the participants themselves and the use of media, about being and acting in groups, and about the environment we inhabit. [ABSTRACT FROM AUTHOR]

Environmental education like all forms of education is a process of learning that requires an optimally designed teaching curriculum. However, unlike other conventional courses and forms of education, environmental education is not a linear form of learning as it requires complex and placebased designed teaching due to the individuality and diversity of people and their local environment and biodiversity. Libya like most countries of the world has joined the active fight against climate change through the incorporation of environmental education into the traditional system of education and designing a curriculum for the entire school system to ensure uniformity in learning standards. This study carries out an investigation of the efficiency of the Libyan primary school environmental education curriculum from the perspective of primary school teachers. Using openended questionnaires designed using an adequate theoretical framework, teachers in Libya were surveyed for their perceptions on satisfaction with the curriculum, their dislikes about the curriculum, what they enjoyed the most in the curriculum, and how they prepared using it and the complementary modifications they carry out on it. The results of this study indicate a finding where the majority of the teachers were happy with its efficiency but have recommended several changes to it to enable it to become optimal. [ABSTRACT FROM AUTHOR]

Implementation of students' environmental education in the context of rapid economic and social development is one of the priority tasks of forming a society, which is impossible without the active participation of higher education institutions, as well as awareness of the need for environmentally friendly use of natural resources and a frugal attitude towards nature. Furthermore, students are the driving force that can influence the state of the environment in the future, so it is extremely important today to organize the educational process to familiarize children and youth with environmental issues. The basis for the implementation of an effective environmental education strategy is the maximum unification of efforts for an effective result based on the definition of reference positions in formal and non-formal environmental education, the formation of the child's ability to purposefully observe, study and correctly evaluate objects and phenomena in the process of observation from the point of view of environmental thinking. This article aims to identify the key features of forming environmental awareness in students through social media. Methodology. During this study, analytical and bibliographic methods were used to study the scientific literature on the development of environmental awareness, as well as synthesis, analysis of information, systemstructural, comparative, logical, and linguistic methods, abstraction, idealization, induction, a deduction for studying and processing data, and a questionnaire survey conducted by the authors of the study online to practically clarify the most critical issues related to the formation of environmental awareness in students using social media. Results. The study identified the leading, most important theoretical aspects of the issue of environmental awareness, as well as the point of view of scientists and university professors on the critical aspects of this issue. [ABSTRACT FROM AUTHOR]

Environmental parks, as a nature conservation unit category, are providers. of ecosystem services and effective strategies that have been used to stop environmental degradation. As determined in the law of the National Conservation Unit System, these are areas that admit the indirect use of resources, mainly public use, with scientific research, tourism, and others. The Parque Estadual Cunhambebe (PEC), located in Rio de Janeiro, has great ecological importance and potential for the development of ecotourism. In this sense, the study aims to identify tourist activities and relate them to the ecosystem services that can be provided. The methodology was based on a bibliographic and documentary survey, analysis of tourist activities in relation to ecosystem services, including with the management team of the protected area, through interviews. It was observed that the park has tourist attractions that supply, mainly cultural, maintenance and regulation services, and that the visitors are aware of the high ecosystem potential of its natural resources. [ABSTRACT FROM AUTHOR]

The qualitative-quantitative case study, descriptive, and exploratory research was carried out in the Applied Social Sciences courses, through document analysis, interviews, focus groups, and surveys. The Institutional Theory was used, allowing the analysis on the contribution of the Burns and Scapes (2000) model. Considering the applicability of their categories, the institutionalisation of the encoding stage in the Political Pedagogical Programmes of the courses is confirmed, whereas the enacting, reproduction, and institutionalisation are not attended. The model is validated because the process of institutionalisation of the Environmental Education was assessed. The institutionalisation of the EE provides change to HEIs, professors, and students. [ABSTRACT FROM AUTHOR]

This article aims to evaluate the themes chosen by fourth-grade students of the Agricultural Family School of Cachoeiro de Itapemirim (Efaci) participating in the Professional Project of the Youth (PPJ) in 2016, as well as to analyze the methodology applied into two PPJs. Moreover, it also seeks to present students' perception about environmental education (EE) within the school setting by means of a questionnaire applied to students from the first to the fourth grade of the secondary school integrated to the agricultural technical education in 2017. More than 55% of the PPJs themes dealt with EE, which was addressed by raising children's awareness about the issue and by workshops with recycled materials. Questionnaire data revealed that students perceive how the school approach the theme of EE, and that the project promoted a change in students' behavior towards the environment, thus corroborating with the pedagogical proposal of Efaci. [ABSTRACT FROM AUTHOR]

The Environmental Education (EA) in Early Childhood Education (EI) is the core of this article that resulted from a master's research carried out in the city of Rio Claro-SP, in addition to seeking to contribute to the lack of research on this theme. It focused on a diagnostic study of the insertion of AE in IE in the city of Rio Claro. It is a qualitative methodology research, and in this article it's presented an excerpt of the research, exposing the analysis of data obtained through semi-structured interviews with teachers who assist students in the age group of 4 to 5 yearsold. As a theoretical foundation, we explore the studies of Historical-Cultural Theory and those involving Critical EA. We found practices that are moving towards critical environmental education, which allows us to consider that there are similarities and intersections between EE and EI, showing signs of intertwining with the critical perspective in their ethical, political and aesthetic dimensions. [ABSTRACT FROM AUTHOR]

Anthropic action's negative impacts over the environment developed discussions about the socioenvironmental matter since the second part of XX century. As a result, the need arose to build other rationalities based on ecological knowledge and values, thus giving rise to environmental education, currently understood as an important part of the activities performed by teachers. Therefore, the objective of this article is to carry out a survey among the students of the final periods of the geography undergraduate course at the Federal University of Pará, Ananindeua Campus. The work was constituted by an exploratory research of qualitative nature, effected as a case study, with the purpose of verifying the perceptions of the students about the socio-environmental issue and, in this way, highlighting the perspective of environmental education apprehended by the students during the course periods. For this, the following steps were followed: contextualization; data collection, performed through the application of a form; and, analysis, systematization, and presentation of the data obtained. Through this, it was found that the conception of environmental education assimilated by the students is close to the conservationist and critical conceptions, as well as, it was noticed argumentative difficulties in relating politics, economy, education, and culture, as axes that interrelate in the understanding of socioenvironmental problems. [ABSTRACT FROM AUTHOR]

Within the municipality of Conceição de Mato Dentro, Minas Gerais State, Brazil, is the conservation unit named Parque Natural Municipal Salão de Pedras, with relevant natural features and legally established by the State. However, as the park is located in urban and peri-urban areas, it suffers different types of pressure and, consequently, has its integrity threatened. The objective of this research was to monitor external threats as a strategy to reduce anthropic problems in sites with higher occurrence of disturbances. Thus, a surveillance route was organized, which was carried out by park-guards who work at the unit, for a period of five months. It was noted that the occurrences tend to be localized, predominately, in the resorts and in areas near roads and park borders with other properties. Furthermore, it was noted that there was no effectiveness in implementing an inspection route to reduce external threats in the unit. Therefore, approximation and education actions must be developed together with the surrounding population and visitors to effectively prevent these degrading actions in the park. [ABSTRACT FROM AUTHOR]

The aim of this article was to identify the predominant contents present in the textbook "Geographic Expeditions" of the 7th year of elementary school, which provide the basis for an Environmental Education approach in the classroom, in addition to knowing the working method of teachers of Geography that work in the urban area of the city of Olho d'Água do Borges - RN and, finally, the construction of a booklet to encourage EE, having as a territorial cutout of the study area. The chosen methodology was, initially, the analysis of the textbook, with the selection of subjects that fit in what EE understands. Subsequently, it was necessary to carry out structured interviews with three teachers who work with Geography in the municipality. In turn, the booklet was built through the CANVA website, using images taken during field visits and the official profile of the municipal management. Finally, the EE approach is very clear to be carried out in the didactic work used, and it is possible, among several, to select five contents that stand out and allow full work by the teachers in the classroom, as they demonstrated certain diversity in their forms to work the theme. [ABSTRACT FROM AUTHOR]

This article presents the main results of a study on the strategies and experiences of environmental education carried out by the network of Computer Reconditioning Centers (CRC) of the Computers for Inclusion Program, focusing on their relationship with space. The study, with a qualitative approach and exploratory-descriptive design, used documentary research as its main methodological procedure research. The analysis was carried out in two stages. The first, to get closer to the research object, was carried out by adapting the cartography of environmental education currents proposed by Lucie Sauvé. The second took as its categories of analysis references from Miltonian geography and the bibliography on Educating Cities, in which we sought to compose a theoretical-methodological framework to understand the relationship that this CRC network establishes with the different territories where it operates. From the systematization exercises carried out, it was possible to identify and describe the different approaches to environmental education carried out in this network. The intentions and actions expressed articulate two major challenges: the CRCs' action on socio-spatial inequalities and their confrontation with the logic of sociodigital exclusion. Environmental education, as a field of knowledge and a field of educational action in contemporary Brazil, needs to deal with processes of exclusion engendered in the technical-scientificinformational environment by a logic of production that is not at the service of life. Through different strategies, environmental education actions in CRCs invite young people and adults to take ownership of learning, knowledge and spaces, giving new meanings to their territories. [ABSTRACT FROM AUTHOR]

The present study aimed to analyze the perception of teachers of Kindergarten and Elementary School of rural municipal schools in Morrinhos, GO, about the Environment and Environmental Education, namely: Municipal School Vereador Deusdete Damacena, Municipal School Lindolfo Alves Pinto, and Municipal School José Cândido da Silva. As it is a research that involves the subject’s perception, we opted for the case study with the use of a qualitative approach for data analysis. In all schools, questionnaires with semi-structured questions were applied to the seven teachers participating in the research, related to environmental issues. We clarify that this study stems from our concern to rethink the relationship between man and nature, as well as the conceptions of development, progress, and growth imposed by the capitalist economic model and how Environmental Education (EE) is being worked on in rural schools. The most important results show that the school is one of the main places to promote changes in behavior when working with different environmental knowledge; however, many challenges in working with EE still need to be overcome, starting with teacher training. Most of the research subjects still have a reductionist, naturalized, and anthropocentric view, both concerning the environment and Environmental Education. [ABSTRACT FROM AUTHOR]

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