As diferentes concepções de educação ambiental presentes no Programa Nascentes Verdes Rios Vivos do Instituto de Pesquisas Ecológicas
Bibliographic Data
| ID | 5809190 |
|---|---|
| Authors | Cintia Kogeyama (corresponding author) |
| Year | 2018 |
| Publication date | 2018-02-07 |
| Open Access | Yes |
| Type | THESIS |
| Publisher | Universidade de São Paulo. Agência de Bibliotecas e Coleções Digitais (PUBLISHER) |
| DOI | 10.11606/d.100.2018.tde-29012018-101503 |
| OpenAlex | W2785322354 |
| Language | PT |
| References cited | 2 |
The present research sought to analyze the different conceptions of environmental education (EA) present in the Nascentes Verdes Rios Vivos program of the Instituto de Pesquisas Ecológicas (IPÊ), held in Nazaré Paulista, SP.We seek to understand, therefore, how the different conceptions of EA: conservative, pragmatic and critical are present in the Nascentes Verdes, Rios Vivos Program.In order to do so, we interviewed the IPÊ team and applied questionnaires to the elementary school teachers of Nazaré Paulista.By making these conceptions explicit to the program team and to teachers, they can review their assumptions and change or improve their actions.Although we do not believe in a only possible environmental education, we are more in agreement with the presuppositions present in the approach of Critical Environmental Education, since according to different authors it is the one that can generate change, social transformation of those involved with this educational practice (CARVALHO, 2004a, LIMA, 2004; LOUREIRO, 2004a).It is important to emphasize that we believe that different approaches can coexist, that contradictions are present.In fact, it was found, when we analyze the conception of the program team and teachers for the knowledge dimension, we find the predominance of critical and pragmatic tendencies.In terms of ethical and aesthetic values, the program team presented a more critical tendency when compared with teachers.However, when we look at the activities of the program, two parameters were not found: discussions of differences in access to elements of nature and in the distribution of environmental risks, as well as the use of aesthetic elements.Finally, with regard to the political participation dimension, although both actors have a predominantly critical conception, the program does not work out this dimension
Environmental education · Epistemology · Pedagogy · Presupposition · Sociology · Environmental Sustainability and Education · Philosophy · Psychology
| Highly cited | No |
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