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En este trabajo se pretende comprender el apego a la Selva Amazónica y sus predictores teniendo en cuenta las dimensiones características de este entorno macro. Se administraron a 333 individuos de ambos sexos, mayores de 18 años de edad de dos ciudades brasileñas, las siguientes pruebas: Perfil de afinidad ecológica; Apego a la Selva Amazónica; Experiencias en la naturaleza; Conocimiento del bioma; y un perfil socioeconómico. Los resultados confirmaron que el apego depende fuertemente de la duración de la estancia en el lugar. Además, el perfil de afinidad ecológica es importante para el apego al medio ambiente natural y esta relación se fortalece a partir del conocimiento de las características de este entorno y las experiencias. Este estudio aporta evidencia para la comprensión de los predictores de apego al lugar y proporciona argumentos para desarrollar intervenciones proambientales centradas en aspectos emocionales y vivenciales. Este estudo visa contribuir com o entendimento acerca do apego à floresta amazônica e seus preditores considerando as dimensões características deste macro ambiente. Cinco instrumentos foram aplicados a 333 indivíduos de duas cidades brasileiras, de ambos os sexos, com idade superior a 18 anos: Afinidade Ecológica; Apego à floresta amazônica; Experiências na Natureza; Conhecimento da floresta amazônica; e socioeconômico. Os resultados confirmam que o apego depende fortemente do tempo de permanência no lugar. O perfil de afinidade ecológica é importante para o apego ao ambiente natural e esta relação é fortalecida com conhecimento das características deste ambiente e das vivências. Este estudo acrescenta evidências para o entendimento dos preditores do apego ao lugar e provê argumentação para o desenvolvimento de intervenções pró-ambientais focadas nos aspectos emocionais e experienciais. This investigation aims to contribute to the understanding of the attachment to the Amazon rainforest and its predictors, considering the dimensions that characterize this extensive environment. Five instruments were administered to 333 individuals of both genders, over the age of 18, from the cities of Ceres and Manaus, evaluating the Ecological Affinity profile; Attachment to the Amazon rainforest; Experiences in Nature; Knowledge of the Amazon rainforest; and Socioeconomic factors. The results confirm that attachment depends on the length of stay in the place. Data shows that the ecological affinity profile plays an important role in the attachment to a natural environment, suggesting that this relationship is strengthened by understanding the characteristics of this environment and its experiences. Based on the perspective of Environmental Psychology, this study advances knowledge on place attachment predictors and provides important arguments for the development of pro-environmental interventions focused on emotional and experiential aspects.

This work presents the perceptions of the wild fauna of residents of the Amazon communities participating in the conservation programs of the harpy eagle (Harpia harpyja) and tracaja (Podocnemis unifilis). From the systematic observation and semi-structured interviews the research discusses the constitution of perceptions in the conservation of these flagship species, from peculiar socio-historical processes and environmental knowledge in each community. The perceptions about the harpy eagle are based on the intangibility of the bird, which allows them to appreciate its beauty, and sometimes to fear its powerful claws. Conservation is based on the recognition of its wild haughtiness and maintenance of its habitat, even if distant from community life, characterizing an interspecific behavior. The perceptions about the tracajá are constituted in its docility, utility and almost domestic function. Conservation is based on trans-specific behavior, which characterizes it as a “natural” member of the community. For these people, the perception of the conservation of these species is constituted by proximity, knowledge and experiences. © 2020 Centro Universitario de Anapolis. All rights reserved.

Ecoethos da Amazônia is a simulation game that explores the symbology of the five elements (Earth, Water, Air, Fire, and Care) by the use of tridimensional models. The set consisted of a circular space with four stations, each representing one of the four natural elements. The players must solvethe challengespresented to them in each station. The Water pollution station deals with waste and water supply; the Air station brings questions about greenhouse gas emission, carbon sequestration, and land use; the Earth station presents questions focused on biodiversity, relief, and water resources; the Fire station alternative energy options are explored, always considering the biodiversity, the physical-geographical, the social and the economic characterization of the environment. The aim of this study was to evaluate players’ experience and understanding of the concepts explored during the activity. The theoretical approach was based on the Gamer User Experience Evaluation and the Bloom Taxonomy. Participated in this study 168 students (6ºto9ºgrades) of public schools. Some pre-established categories were considered for the analysis: opinion about the experience, game layout, difficulties handling parts, feelings triggered, understanding the representation of the parts, playfulness, and potential in changing behavior. Ecoethos da Amazônia was considered a game that teaches, entertains and enables responsible interaction. The game engages the participant’s attention and the situations presented were challenging buteasy to understand. The results showed that the game experience can promote environmental responsibility while pointing out the potential of the game to raise awareness, inform and reflect on social and environmental issues. © 2019 Universidade Federal do Parana. All rights reserved.

“Amazonian Ecoethos” was created to meet the needs of more efficient and effective educational resources for Environmental Education in school and non-school contexts with the young public. “Amazonian Ecoethos” is a simulation game that involves the participants in an interactive, exciting and playful journey through socioenvironmental dilemmas confrontation and cooperative search for solutions. This study describes the game and includes the perception of teachers who accompanied the experience of the game that their students had. We used semi-structured interviews with 15 teachers of the 6th to the 9th grade of elementary public schools in Manaus (Amazon state) to verify the potentialities of the game using the theoretical and methodological assumptions of User Experience (UX). The results obtained from the content analysis pointed out that in the teachers’ perception, Ecoethos achieves the educational objectives that were proposed, such as the understanding and application of knowledge through situations that simulate socioenvironmental reality. Learning centered on cooperative decision making, interactivity and playfulness was central to experiences that allowed the participants to immerse themselves in the educational task and to reflect on their daily behavior. These results indicate the Ecoethos as a valuable educational tool to the teaching-learning process and to the development of youths’ socio-environmental responsibility. © 2019 Universidade Federal do Parana. All rights reserved.

The objective of this work is to describe and analyze the perceptions of residents of Amazonian communities relative the forms of insertion and participation in the conservation programs of the harpy eagle (Harpia harpyja) and the tracajá (Podocnemis unifilis). From the systematic observation and semi-structured interviews, the research analyzes the constructs that characterize the community participation in the conservation of the species, directly and indirectly. The perceptions show that the participation in the conservation of the tracajá occurred directly, where the community members are inserted in the majority of the stages of the management of the chelonians, with prevalence in non technical activities but with protagonist action in the conservation program. The conservation of the harpy eagle occurred indirectly. The people who participated in the program were located near the place and habitat of the bird. Their participation was marked by the performance as observers of the technical processes, auxiliary agents. In this context, externalities have emerged and have given new ways to act in conservation, favoring the biocultural scenario. The form of participation in both cases is related to the management strategies and structures used by the programs, where co-management is the model to be evidenced. O objetivo deste trabalho é descrever e analisar as percepções de moradores de comunidades amazônicas relativas às formas de inserção e participação nos programas de conservação do gavião-real (Harpia harpyja) e do tracajá (Podocnemis unifilis). A partir da observação sistemática e entrevistas semiestruturadas a pesquisa analisa os constructos que caracterizam a participação dos comunitários na conservação das espécies, de forma direta e indireta. As percepções mostram que a participação na conservação do tracajá se deu de forma direta, onde os comunitários estão inseridos na maioria das etapas do manejo dos quelônios, com prevalência nas atividades não técnicas, mas com atuação protagonista no programa de conservação. A conservação do gavião-real se deu de forma indireta. As pessoas que participavam do programa localizavam-se próximos do local e habitat da ave. Suas participações eram marcadas pela atuação como observadores dos processos técnicos, agentes coadjuvantes. Neste contexto, as externalidades afloraram e deram novos caminhos a forma de atuação na conservação, favorecendo o cenário biocultural. A forma de participação nos dois casos tem relação com as estratégias e estruturas do manejo utilizadas pelos programas, onde o co-manejo é o modelo a ser evidenciado.

The present work analyzes the structure and processes involved in the conservation and management of two species of the Amazonian wild fauna in danger of extinction. The research approached the context of the conservation programs of the Harpy eagle (Harpia harpyja) and the yellow-spotted Amazon river turtle (Podocnemis unifilis) developed within interior communities of the state of Amazonas. The research was based on a documentary research with content analysis. The analyzes allowed to agglutinate processes and strategies involved in the conservation of these two flagship species, based on participatory community management. It has been found that conservation practices for both species are distinct but indicate common and propositional dimensions such as participation, collaboration, communication and education. © 2018 Universidade de Brasilia. All rights reserved.

A adaptação aos ambientes é primordial para fortalecer o bem-estar e a qualidade de vida. Os estudos pessoa-ambiente buscam, dentre outros interesses, aprofundar a compreensão de como se constrói maior congruência entre as necessidades individuais e as características do ambiente físico, a fim de reduzir os níveis de pressão e estresse ambientais decorrentes dessas adaptações. Essa reciprocidade humano-ambiental foi explorada por Lawton e colaboradores, a partir da década de 1970, no contexto institucional. O modelo teórico pressão-competência e o conceito envelhecimento no lugar (ageing in place), vislumbram-se como contribuições para o enriquecimento do diálogo com estudiosos, tendo como foco a congruência pessoa-ambiente, isto é, as inter-relações entre o indivíduo e os recursos ambientais. Logo, valorizar o papel e as ações de idosos no uso dos espaços públicos e possibilitar sua inclusão no planejamento das cidades é aprimorar o caráter ativo e relevante de suas conquistas, favorecendo o desabrochar de novos horizontes. © 2018, Instituto de Psicologia.L'adaptation aux environnements est primordiale pour renforcer le bien-être et la qualité de vie. Les études personne-environnement visent, entre autres intérêts, à comprendre profondément comment construire congruence une plus grande entre les besoins individuels et les caractéristiques de l'environnement physique pour réduire les niveaux de pression et de stress environnemental résultant de ces adaptations. Lawton et ses collègues, à partir des années 1970, ont exploré cette réciprocité entre l>homme et l>environnement dans le contexte institutionnel. Le modèle théorique de la pression-compétence et le concept du maintien sur place (ageing in place) sont considérés comme des contributions à l'enrichissement du dialogue entre chercheurs, en mettant l'accent sur la congruence personne-environnement liée aux caractéristiques individuelles et aux ressources environnementales. Par conséquent, renforcer le rôle et le actions des personnes âgées dans l'utilisation des espaces publics et leur permettre d'être inclus dans l'urbanisme, c'est améliorer le caractère actif et pertinent de leurs réalisations, en favorisant l'émergence de nouveaux horizons. © 2018, Instituto de Psicologia.Adapting to environments is paramount for strengthening the well-being and quality of life. Personenvironment studies seeks, among other interests, to deepen the understanding of how to build greater congruence between individual needs and the characteristics of the physical environment to reduce pressure levels and environmental stress resulting from these adaptations. From the 1970s, this human-environmental reciprocity was explored by Lawton and colleagues in the institutional context. The theoretical pressure-competence model and the ageing-in-place concept are seen as contributions to enrich the dialogue between scholars, focusing on the human-environment congruence related to individual characteristics and environmental resources. Therefore, enhancing the role and actions of the elderly in the use of public spaces and enabling them to be included in the city planning, is to improve the active and relevant character of their achievements, favoring the emergence of new horizons. © 2018, Instituto de Psicologia.La adaptación a los ambientes es primordial para fortalecer el bienestar y la calidad de vida. Los estudios persona-ambiente buscan, entre otros intereses, profundizar la comprensión de cómo construir una mayor congruencia entre las necesidades individuales y las características del entorno físico, a fin de reducir los niveles de presión y estrés ambientales que resultan de estas adaptaciones. Esta reciprocidad humano-ambiental fue explorada por Lawton y colegas en la década de 1970, en el contexto institucional. El modelo teórico presión-competencia y el concepto de envejecimiento en el lugar (ageing in place) se consideran contribuciones al enriquecimiento del dialogo entre académicos, centrándose en la congruencia entre el ambiente y el ser humano relacionada con las características individuales y los recursos ambientales. Por lo tanto, mejorar el papel y las acciones de los ancianos en el uso de los espacios públicos y permitir su inclusión en la planificación urbana es mejorar el carácter activo y relevante de sus logros, favoreciendo la aparición de nuevos horizontes. © 2018, Instituto de Psicologia.

http://dx.doi.org/10.5801/ncn.v16i1.899 Neste artigo temos por objetivo discutir questões referentes à inclusão social e ao exercício pleno da cidadania, a partir da análise de levantamentos socioambientais realizados em Unidades de Conservação federais localizadas no estado do Amazonas. Inicialmente discutimos as categorias analíticas de inclusão/exclusão social e cidadania que guiaram a leitura dos estudos. Em seguida, abordamos os dados empíricos à luz dos critérios eleitos de acesso a alguns bens e serviços sociais básicos: Seguridade Social (Previdência Social, Assistência Social, Saúde) e Educação. Os resultados mostraram que as políticas públicas destinadas às comunidades rurais são ineficientes, excludentes e que ainda persiste uma perspectiva funcionalista que considera as populações como meras guardiãs de recursos naturais.

Made available in DSpace on 2014-06-24T19:55:12Z (GMT). No. of bitstreams: 0 Previous issue date: 2012Bitstream added on 2014-06-25T11:41:46Z : No. of bitstreams: 1 ISSN2177-580X-2012-7-2-119-132.pdf: 165962 bytes, checksum: 69ae29a8c1597b8a9c2603d4edd4ffa5 (MD5) Falar em Educação Ambiental é pensar numa complexidade de temas, objetivos e contextos. No ano de 2011, por ocasião do VI Encontro de Pesquisa em Educação Ambiental (EPEA), ocorrido em Ribeirão Preto, SP, um grupo com representantes de boa parte do Brasil tomou para si a discussão da EA em diferentes contextos. Aqui apresentamos um recorte das reflexões ocorridas no Grupo de Discussão de Pesquisa, o qual inclui a problematização e alguns exemplos de atividades relativas ao processo de Educação Ambiental em contextos não escolares. O texto mostra que vivências com e na natureza podem contribuir afetiva e cognitivamente para que haja maior respeito e cuidado para com o ambiente. Pesquisadora titular do Instituto Nacional de Pesquisas da Amazônia, coordenando o Laboratório de Psicologia e Educação Ambiental. Bióloga, mestre em Agroecologia e Desenvolvimento Rural pelo Centro de Ciências Agrárias da Universidade Federal de São Car Professor assistente no curso de Turismo da UNESP - Universidade Estadual Paulista - Campus de Rosana, sendo responsável pelas disciplinas de agências de viagens, ecoturismo, transportes e turismo náutico.Rosana, Brasil.

Entende-se que conhecer o contexto ambiental no qual o comportamento ocorre pode indicar como os significados relativos ao ambiente são incorporados e como se dá essa aprendizagem. Para acessar eixos emotivos/cognitivos subjacentes que orientam tais comportamentos criou-se os métodos contextualizados; conjunto de técnicas onde a linguagem gráfica, a narrativa e a enunciativa são usadas para compor um repertório de informações que se efetivam durante o fazer educacional como um processo, onde a investigação não se distingue da própria atividade educativa e realimentam novas estratégias educativas que visam a transformação de formas de pensar e agir, com vistas à sustentabilidade da vida. Understanding the environmental context in which human behaviors occur can indicate not only how the meanings related to the environment are incorporated, but also how this learning takes place. The contextualized methods presented in this text are techniques that can be carried out in a program of environmental education that helps to apprehend the array of the subjective nexus of emotional and cognitive aspects that orient people’s environmental behaviors. These methods include graphic, narrative and enunciative aspects of the language which are used to understand what the participants know and believe, and from such a repertoire, the educational intervention can be developed as a continuous process of knowing and dealing with transformation. In this sense, investigation and educational intervention are not separated units; on the contrary, they are aspects of the same strategy that intends to develop new forms of thinking and acting toward environmental sustainability.

O Instituto Nacional de Pesquisas da Amazônia (INPA) tem procurado contribuir na redução da distância entre o conhecimento científico e sua aplicabilidade no cotidiano. O Laboratório de Psicologia e Educação Ambiental (LAPSEA) desenvolve, em parceria com outros laboratórios, cursos e oficinas pedagógicas para professores do Ensino Básico como parte de um programa educativo continuado sobre as questões da Amazônia. O professor(a) é o sujeito de sua prática, capaz de criá-la e recriá-la. Portanto, capacitar professores implica que as vivências pedagógicas sejam capazes de promover e estimular projetos e ações que visem transformar o cotidiano escolar, na perspectiva socioambiental e educacional. A abordagem qualitativa fenomenológica, com enfoque na observação participante como técnica principal permitiu a produção das informações e a sistematização do processo, subsidiando-se dos instrumentos pedagógicos. A experiência aqui trazida refere-se a 2 cursos e 1 oficina pedagógica, que envolveu 67 professores do Ensino Básico. Os resultados indicam que o contato direto com a floresta (cursos), com os núcleos interativos do Bosque (oficina) trouxe uma aproximação e familiarização maior com os temas abordados, encurtando a distância cognitiva e afetiva entre o conhecimento científico e sua possível aplicabilidade no contexto da sala de aula. Os processos formativos disponibilizados para os professores foram avaliados positivamente: estrutura e organização, satisfatórias; conteúdos e linguagem, adequados; processo pedagógico, construtivo e participativo; vivências, afetivas e, práticas reflexivas. É possível concluir que a contribuição do INPA consegue unir conhecimentos científicos, práticas reflexivas e vivências afetivas significativas no contexto da formação local. The Instituto Nacional de Pesquisas da Amazônia (INPA), a research center in the Amazon region, has contributed to bridge the gap between scientific knowledge and its application in everyday life. The Psychology and Environmental Education Laboratory (LAPSEA), along with other laboratories, has developed courses and pedagogical workshops for Elementary School teachers as part of an in-service program about Amazonian issues. The teacher is the subject of his/her own practice, able to create it and recreate it. Therefore, to empower teachers implies that pedagogical experiences are able to promote and stimulate projects and actions which aim at changing school routine from socio-environmental and educational perspectives. The qualitative and phenomenological approach, whose main technique was participative observation, allowed the production of information and the systematization of the process through the use of the pedagogical tools. The experience that is reported in this paper refers to two courses and one pedagogical workshop with 67 Elementary School teachers. Results show that the direct contact with the forest (courses), and with the Bosque interaction centers (workshop) brought teachers closer to the themes, thus, bridging the cognitive and affective gap between scientific knowledge and its application in the classroom context. The in-service program was positively evaluated: structure and organization were found satisfactory; language and contents were adequate; pedagogical process was constructive and participative; experiences were affective and practices were reflexive. It may be concluded that INPA’s contribution connects scientific knowledge, reflexive practices, and meaningful affective experiences in the context of local education.