Learning, Environmental Education and School

Ways of en-Acting in the Experience of Students and Teachers

Datos Bibliográficos

ID3755258
AutoresKarla Rosane Do Amaral Demoly (0000-0002-1727-9875, Universidade Federal Rural do Semi-Árido, autor de correspondencia), Joceilma Sales Biziu Dos Santos (Universidade Federal Rural do Semi-Árido)
Año2018
Volumen21
Número0
Fecha de publicación2018-07-10
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaAmbiente & sociedade (JOURNAL)
Identificadores de la revistaISSN: 1414-753X • E-ISSN: 1809-4422
EditorialFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/1809-4422asoc0087r2vu18l1ao
OpenAlexW2884313955
SCIELO_PIDS1414-753X2018000100301
IdiomaEN
Citas recibidas1
Referencias citadas3

This article analyzes how teachers and students conceive of environmental education and how these modes of perception become workshops held at school. We believe that knowing in Environmental Education implies not only interacting with information about the environmental problem, because it involves the inventive cognition, ways of enacting and conserving what we want to live. The methodology we used was intervention research, where we followed changes in a course of photographic image production and networks of conversations built with students and teachers. As a result, we could observe ways of conceiving the environmental education and displacements that occur during the course. The subjects, when acting in the workshops, transform gestures, ideas and emotions that allow an opening for the understanding of Environmental Education as care and promotion of life

Environmental education · Mathematics education · Pedagogy · Perception · Political science · Sociology · Corporeality, Perception, and Education · Environmental Sustainability and Education · Psychology · Science and Education Research