Thesis (M.Soc.Sc.)--University of Hong Kong, 1993. / Includes bibliographical references (leaves 100-105) Also available in print.

Thesis (M. Ed. (Education))--Rhodes University, 2006. / A thesis submitted in partial fulfilment of the requirements for the degree of Masters in Education (Environemntal Education).

Thesis (M.S.)--University of Wisconsin--Stevens Point, 2009. / Submitted in partial fulfillment of the requirements for the degree Master of Science in Natural Resources (Environmental Education & Interpretation), College of Natural Resources. Includes bibliographical references (leaves 79-84).

The purpose of this study was to develop and test a model which could be used to interpret and assist teaching in an environmentally directed way. Its principal aim was to establish the extent to which elements from a variety of paradigms and teaching methods could be used simultaneously when teaching in an environmentally directed way, depending on the topic and the context within which is taught. An in-depth literature review on theoretical perspectives on environmental education, paradigms relating to environmental education and teaching methods appropriate for environmental education indicated that these partially addressed the problem of the study, namely to determine how elements from a variety of paradigms and teaching methods could be used simultaneously to teach in an environmentally directed way.The theory developed from the literature review facilitated the development of the model mentioned above. An amoeba was used as a metaphor to develop a model which can help facilitate the process of teaching in an environmentally directed way. In developing the model, some examples of influential paradigms and teaching methods were used. None of the examples used for the study converged. Each contributed to the research in its own way. Some teaching methods showed common features of conversion and also addressed the problem of the study in their own ways. The amoeba model was developed from this theory. Qualitative research was further conducted to test the amoeba model. People who are knowledgeable in environmental education were selected to participate in the research. It emerged, from the findings of the research, that the amoeba model concurs positively with the hypothesis that no specific paradigm and teaching method(s) could be regarded as exclusively ideal for teaching in an environmentally directed way. Elements from a variety of paradigms and teaching methods could be used simultaneously for teaching in an environmentally directed way, depending on the topic and the context within which a topic is taught. The amoeba model thus serves as a solution to the problem of the study. Respondents further suggested that the amoeba model should be adopted for use in the South African education system. That is, the thesis should be put in the form of a workbook and teachers should be trained to teach in an environmentally directed way by using this model. / Educational Studies / D.Ed.(Didactics)

Made available in DSpace on 2014-06-11T19:24:18Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-09-01Bitstream added on 2014-06-13T19:31:01Z : No. of bitstreams: 1 silva_al_me_rcla.pdf: 681752 bytes, checksum: 36fa4784320909a9bf73cee67a294bf9 (MD5) / Esta pesquisa tem como objetivo caracterizar a temática ambiental presente no currículo proposto pela Secretaria Estadual de Educação do Estado de São Paulo para a modalidade de Ensino Fundamental (Ciclo II) na rede de ensino oficial a partir de 2008, analisando a educação ambiental que ela permite contemplar. A investigação, uma análise documental, realizou-se através da metodologia de pesquisa qualitativa, tendo sido escolhida a análise de conteúdo (BARDIN, 2009) para a apreciação do conjunto das documentos, quais sejam, o “Caderno do Professor” de todas as disciplinas que compõem o Ciclo II (5ª a 8ª séries) na rede paulista. Nosso olhar apóia-se nas três dimensões apontadas por Carvalho (1999, 2006) como fundamentais para se trabalhar com EA: os conhecimentos, os valores éticos e estéticos e a participação política do indivíduo, bem como na opção pela EA crítica como capaz de formar/transformar os indivíduos. Consideramos, ainda, como fundamental para este trabalho as reflexões de Amaral (2004, 2010) acerca do currículo escolar e da EA realizada na educação formal. Para a apreciação do material foram definidas três categorias de classificação da temática ambiental nele presente: sociedade e natureza, sociedade e natureza/problemas ambientais e natureza (sem foco na ação humana). Através da pesquisa verificamos a possibilidade de acontecer uma EA escolar com base nesse currículo, uma vez que temas ambientais estão presentes em todas as séries. Consideramos ainda enquanto um aspecto positivo, a abordagem da crise ambiental e a presença da temática ambiental em disciplinas “não tradicionais” em tal prática, como matemática e língua portuguesa. No entanto, foi verificado no currículo analisado uma grande ênfase na transmissão de conhecimentos e nos aspectos naturais do ambiente... / The objective of this research is to characterize the environment issue present in the 2008 proposed curriculum by the State Board of Education – Secretaria Estadual de Educação – of the State of São Paulo to the official Fundamental School – Cycle II- analyzing Environment Education and its implication in the individual development. The investigation considered here as a documentary analysis, was carried out through the qualitative research methodology, having been chosen content analysis (Bardin, 2009) for assessment of all documents of the Caderno do Professor – The teacher‟s notebook – which includes all disciplines of Cycle II (5th up to 8th grade) in São Paulo State School. Our view is supported by the three dimensions highlighted by Carvalho (1999, 2006) as fundamental to work with Environmental Education: knowledge, ethical and aesthetical values, and the political participation of the individual; moreover the critical option was also taken into account as capable of build/transform the individual. This work is also based in the thoughts of Amaral (2004, 2010) about school curriculum and environmental education within formal education. In order to assess the material three classification categories were defined: society and nature, society and nature/environment problems and nature (no focus in human action). The research showed the possibility of learning about environment education in all levels from 5th throughout 8th grade since environment aspects are present in all grades. It was considered as a positive aspect the involvement in approaching the environment crisis as well as the environment issue in „non-traditional‟ disciplines such as Mathematics and Portuguese Language. However, it was verified a great knowledge transmission of environment issue where human being is presented as... (Complete abstract click electronic access below)

Made available in DSpace on 2014-06-11T19:24:18Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-08-25Bitstream added on 2014-06-13T18:20:34Z : No. of bitstreams: 1 palmieri_mlb_me_rcla.pdf: 1351364 bytes, checksum: 284b57fe794d57275d3172f1ba586462 (MD5) / Os projetos de educação ambiental desenvolvidos em escolas tiveram um crescimento bastante significativo nos últimos anos. Entretanto, ainda há poucas informações sistematizadas sobre os mesmos. Concomitantemente, as pesquisas em educação ambiental também têm apresentado grande crescimento, inclusive de dissertações e teses que analisam projetos de educação ambiental desenvolvidos em escolas, e não há uma sistematização do conhecimento resultante de tais trabalhos. Nesse contexto, a presente investigação tem o objetivo de caracterizar e discutir as pesquisas que analisam projetos de educação ambiental desenvolvidos em escolas brasileiras. Trata-se de uma pesquisa documental do tipo “estado da arte” e, para a análise dos dados, utilizou-se como referência a “análise de conteúdo” proposta por Bardin (2009). Para a constituição do corpus documental, foi consultado o banco de teses e dissertações da Coordenadoria de Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Por meio de buscas neste banco, a partir de critérios, elaborados previamente, e da análise dos resumos, foi delimitado o corpus documental da presente pesquisa, constituído por 87 trabalhos. Realizou-se o mapeamento dessa produção quanto aos locais de produção, contextos educacionais, focos temáticos, entre outras características, tendo por base os resumos e demais informações apresentadas no banco da CAPES. Constatou-se a existência de dissertações e teses sobre o tema produzidas em todas as regiões brasileiras, principalmente nas regiões Sudeste e Sul, e uma expressiva participação das instituições privadas de ensino na produção desses trabalhos. Posteriormente, foi realizada uma análise de 24 textos completos, selecionados por meio de determinados critérios, na... / The environmental education projects held in school have been growing significantly in recent years. However there is a lack of systematized data about them. At the same many researches on environmental education have also increased, especially dissertations and thesis that analyze these projects, nonetheless there is not a systematization of knowledge as a result of these researches. Thus, this present study intends to distinguish and discuss all about the environmental education issues developed in Brazilian schools. Such documental research treated more specifically as “state of the art ”. The analysis of data was based on Bardin’s concept of “content analysis”. In order to compound the documental corpus the database of Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) was consulted. The focus of this research was determined by searching this sources, following pre-established elaborate criteria and analyzing several summaries. To this essay, it was conducted a survey on the works related which includes the local production, educational contexts, thematic focus, among others. It was verified the existence of dissertations and theses on this subject produced nearly in all Brazilian regions but mainly in South and Southeast regions, and a significant participation of private institutions in the production of these researches. Subsequently 24 full texts were analyzed, selected by determined criteria in which were described and discussed the general and pedagogical features, and the boundaries and possibilities of the projects addressed in the research. An astonishing fact is a notable amount of projects developed over one year and the existence of projects held three, even seven years ago in school. Another relevant fact is that 46% of researches analyze projects were sponsored by external institutions... (Complete abstract click electronic access below)

Made available in DSpace on 2014-06-11T19:24:20Z (GMT). No. of bitstreams: 0 Previous issue date: 2005-09-01Bitstream added on 2014-06-13T19:51:55Z : No. of bitstreams: 1 valentin_l_me_rcla.pdf: 1393361 bytes, checksum: d83d9931870c584491c4d64c277c5f14 (MD5) / Secretaria de Estado de São Paulo / Este estudo analisa as concepções e práticas de Educação Ambiental através do desenvolvimento de um projeto da mesma área em uma escola pública do Ensino Fundamental, envolvendo classes de 5ª a 8ª séries. A realização de projetos na escola pública faz parte de uma política implantada nos Parâmetros Curriculares Nacionais e incentivada pela Secretaria da Educação e Diretorias de Ensino do Estado de São Paulo. A análise foi realizada a partir dos dados coletados nos documentos, nas entrevistas e nas observações. Constatou-se que as concepções de Educação Ambiental presentes no desenvolvimento do projeto dão ênfase às mudanças de hábitos e atitudes, evidenciando as vantagens econômicas de se combater o desperdício de energia elétrica. A responsabilidade individual na resolução dos problemas ambientais aparece com destaque, desconsiderando os contextos históricos, sociais, culturais e políticos. Cada professora desenvolveu o projeto dentro de sua disciplina específica, como uma atividade pontual, sem se preocupar em dialogar com as outras disciplinas. Apesar de usarem o nome de projeto, as atividades foram realizadas através da seqüência: explicação - aplicação dos conhecimentos. Os resultados obtidos com a pesquisa demonstram que há necessidade de formação continuada para que os professores possam repensar, reelaborar ou até mesmo modificar suas concepções e práticas de Educação Ambiental no interior da escola. / This study analyse the conceptions and practices on Environmental Education in a primary public school, from 5th to 8th grades. The realization of these kinds of projects in public schools is due to the introduction of the National Curricular Patterns Policy, which was stimulated by the Ministry of Education of the state of São Paulo. The analysis is inserted in a line of research taken from documents, interviews and observations. It became an evidence that the conceptions about Environmental Education presented during the development of the project emphasize the changing of habits and attitudes, having as their main goal the avoidance of eletric energy waste. One s own responsibility, in the resolution of environmental problems is reinforced, not depending on the historic, social, cultural and political contexts. Each one of the teachers developed the project in his specific subject- matter, disconnected from the other disciplines. Although using the name of the project, the activities were done in a sequence-explanation- Knowledge appliance. The results of this research show that there is a strong necessity of an extending formation of teachers in order to permit them to rethink, to reorganize and even modify their conceptions and practices about Environmental Education at school.

Made available in DSpace on 2014-06-11T19:24:20Z (GMT). No. of bitstreams: 0 Previous issue date: 2005-09-08Bitstream added on 2014-06-13T19:31:06Z : No. of bitstreams: 1 almeida_fp_me_rcla.pdf: 865089 bytes, checksum: 90f57a0f27ea0905a638e759956fcd26 (MD5) / Universidade Estadual Paulista (UNESP) / Levando-se em consideração que a maioria das escolas está desenvolvendo, ou afirma desenvolver, projetos de Educação Ambiental, quando trabalha conteúdos relacionados à temática ambiental, nesta pesquisa procurou-se identificar as concepções de Educação Ambiental de três professoras de Ciências de três Escolas Públicas de Ensino Fundamental, que elaboraram e desenvolveram projetos de Educação Ambiental, bem como caracterizar as práticas pedagógicas desenvolvidas nesses projetos. Para a coleta de dados, foram utilizados os seguintes instrumentos, entrevistas semi-estruturadas, observações das práticas pedagógicas desenvolvidas e análise documental dos projetos elaborados pelas professoras. Os resultados revelaram diferentes concepções de Educação Ambiental entre as três professoras, sujeitos deste estudo, assim como diversas características das práticas pedagógicas desenvolvidas nesses projetos, referentes à participação dos alunos e da comunidade escolar, às dificuldades encontradas para desenvolvê-los, aos procedimentos e recursos pedagógicos utilizados, bem como outras características peculiares de cada projeto. A partir da análise dos dados, pode-se indicar que faz-se necessária uma compreensão mais profunda do professor em termos do significado e da dimensão de se trabalhar com a temática ambiental por meio de projetos, tendo em vista que a estrutura e o funcionamento das Escolas Públicas e a fragmentação do currículo escolar impõem determinados obstáculos à prática pedagógica da Educação Ambiental no contexto escolar. / Considering that most of the schools are developing, or declare they are developing, Environmental Education projects, when contents related to the environmental thematic are worked, in this research we tried to identify the conceptions about Environmental Education of three Science teachers of three Elementary Public Schools, that prepared and developed Environmental Education projects, as well pointed out the pedagogic practices developed in these projects. For the collection of dates, it was used the following tools: semi-structured interviews, observations of the pedagogic practices developed and documental analysis of the projects elaborated by the teachers. The results revealed different conceptions of Environmental Education among the three teachers, used in the study, as well as several characteristics of the pedagogic practices developed in these projects, concerning to the students and school community participation, the difficulties found to develop them, to the pedagogic procedures and pedagogic resources used, as well as other singular characteristics of each project. From the analysis of the dates, we can appoint that it's necessary a deeper understanding of the teacher to the meaning and the dimension of working with the environmental thematic through projects, observing that the structure and the operation of the Public Schools and the fragmentation of the school curriculum impose certain obstacles to the pedagogic practice of Environmental Education in the school context.

Made available in DSpace on 2014-06-11T19:24:21Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-09-04Bitstream added on 2014-06-13T18:47:29Z : No. of bitstreams: 1 orsi_cpo_me_rcla.pdf: 908384 bytes, checksum: 3a37bf74215ba0c899d988514b9b2700 (MD5) / Secretaria de Educação do Estado de São Paulo / O desenvolvimento deste trabalho partiu do seguinte questionamento: a educação ambiental (EA) tem contribuído para a construção da cidadania? Consideramos que a EA pode contribuir para a efetivação de transformações sociais ao colaborar para a formação de sujeitos autônomos/cidadãos. Embora reconheçamos que as escolas brasileiras apresentem muitas condições desfavoráveis para a concretização de tais práticas, interessava-nos investigar suas possibilidades. Procurando conhecer iniciativas nesse sentido nas escolas, elegemos para nossa investigação a proposta de construção da Agenda 21 Escolar. Com base na abordagem qualitativa de pesquisa, objetivamos identificar a perspectiva de EA presente em dois documentos oficiais que se referem ao desenvolvimento da proposta de interesse – “Formando COM-VIDA: Construindo Agenda 21 na Escola” (MMA/MEC) e “Água Hoje e Sempre: Consumo Sustentável” (SEE/SP). Objetivamos também analisar o encaminhamento dessa proposta até as escolas da rede estadual paulista de ensino, verificando se tais documentos e seu encaminhamento colaboraram para a construção da cidadania dos educandos. Por meio da análise de conteúdo dos documentos oficiais, identificamos alguns limites e possibilidades referentes à contribuição para essa construção. Já por meio da análise de conteúdo das entrevistas estruturadas realizadas junto a diversos atores ligados ao desenvolvimento da proposta, identificamos diferentes aspectos ligados aos contextos de produção das políticas curriculares, às quais a proposta está vinculada. Entre eles, destacam-se: o longo percurso que a proposta percorreu até sua concretização junto aos alunos, a ênfase no documento estadual na Secretaria Estadual de Educação de São Paulo, o caráter autoritário de seu encaminhamento, as resistências... / The starting point of this work was the following question: has the environmental education (EE) contributed to build citizenship? We argue that EE can contribute to put into effect social changes since it plays a role in the education of independent human subjects/citizens. Although we're aware of the poor conditions of Brazilian schools and the difficulties to carry out EE practices, we aimed to investigate their possibilities. Searching to know about some initiatives of this kind in schools, we chose to organize the School Agenda 21. Based on a qualitative approach, our aim was to identify the EE perspective present in two official documents concerning the School Agenda 21 – “Educating WITH-LIFE: Organizing the Agenda 21 in Schools” (MMA/MEC) and “Water Today and Always: Sustainable Consumption” (SEE/SP). We also analysed how this purpose was forwarded to the public schools in the São Paulo State, checking if such documents and the way they were forwarded collaborated to build the students' citizenship. By doing the content analysis of the official documents, we identified some limits and possibilities related to the contribution for this building. As for the content analysis of the structured interviews carried out with many social actors related to the development of the purpose, we identified different aspects concerning the context of production of curricular policies, to which the purpose is linked. We point out some of them: the long path taken until the purpose was finally applied to the students, the emphasis given to the State document at the São Paulo State Secretariat for Education, the authoritarian way by which it was forwarded, and the oppositions, reinterpretations and adaptations made. Therefore, we discuss the necessity of deep changes in the structure of public schools, such as helping... (Complete abstract click electronic access below)

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