Denna studie handlar om att beskriva, diskutera och jämföra de olika argumenten som de två teocentriska filosoferna Michael Northcott och James Gustafson har om miljöfrågan. Studien fokuserar på vad de har för tankar om ursprunget till miljökrisen, vilken position mannen har i skapelsen, vad naturen har för värde och vilka konsekvenser deras ställningstagande har för lösningen till miljökrisen. Till sist undersöker studien vad de har för kritik mot samhället, vilken lösning de har för en fortsatt utveckling av samhället utan att ytterligare skada naturen. / This study descirbes, discusses & compares the different arguments that the two theocentric philosophers Michael Northcott and James Gustafson have about the environmental issue. The study looks at their thoughts about the origin of the environmental crisis, humans position in creation, the value of nature and the consequences their environmental ethics have for solving the environmental crisis. FInaly the study examines their critique on society and their solutions for development of society without causing further harm to nature.

The "throwaway society" and the resulting effect on the environment combined with the exploitation of natural resources have resulted in a global environmental crisis. As a response to this crisis a concept developed that is known as sustainable development (SD). The concept of SD that is accepted world-wide is guided by a set of principles (Agenda 21) that had been officially launched at the United Nations Conference on Environment and Development in Rio de Janeiro in 1992. After the 1994 political transition in South Africa the government implemented widespread environmental policy and law reforms as a response to the global environmental crisis and the global trend towards SD. This study was undertaken to assess the existing environmental management (EM) principles within environmental policy and law in South Africa. EM in South Africa operates within the framework of Integrated Environmental Management (IEM) but it was discovered during the study that there are not only one set of EM principles but a few within South African environmental policy and law. This study attempted to identify and sort these different sets of principles and then to measure it against the international standard of Agenda 21. It was concluded that EM in South Africa within the framework of IEM is an adequate response to the world-wide trend towards SD. Unfortunately the outcome that was hoped for in South Africa was slower than anticipated. It didn't seem as if the environmental law and policy reforms had an impact at grassroots level. Two possible scenarios were presented (1) it's failure to be effectively implemented at grassroots level or (2) that the principles of SD in itself are unsound and therefore ineffective. It was concluded that some of the normative assumptions of SD are unsound and contribute to the environmental crisis. The approach of Christian stewardship was presented as a possible alternative. / Thesis (M. Environmental Science)--North-West University, Potchefstroom Campus, 2004.

This dissertation presents a new approach to addressing environmental degradation based on transdisciplinary ecological art. Transdisciplinarity is defined here as merging art and science to discover new insights. Ecological art is defined as an aesthetic practice that promotes environmental resilience. This writing will describe why those approaches are essential to restoring resilient bioregionalism. It introduces the author’s own heuristic perspectives and methodologies and demonstrates how they may be integrated with technology and science. The problems of accelerated loss of coastal (littoral) zone biodiversity, degraded water quality, and habitat fragmentation need critical attention. The author’s research goal was to present a replicable set of guidelines for identifying small points of restoration for wetland littoral zones (the coastal region between terrestrial and marine life) based on a case study called Ghost Nets, scaled to a second case study, Fish Story. Her novel approach included establishing relevant parallels from quantum physics and acupuncture to energetic systems. Additional specific analogies were explored from visual arts, theatre, music, dance, and performance art, to discover a holistic and integrated point of view. Parallels and analogies were drawn by interrogating the two case studies. An important aim of the study was to examine how certain restoration practices could be scaled up to the bioregional level and integrated with a special theory, Trigger Point Theory, to reinforce healthy ecosystems. This included an analysis of how restored upland ecotones and a different relationship to other species could contribute to restoration in the littoral zone. The analysis critiqued how anthropocentric considerations often fail to protect vulnerable water systems. The role of environmental justice for vulnerable human populations and ethical concerns for other animal species was included in that analysis. The author also claims that when artists work with Geographic Information Systems (GIS) mapping, that may propel a new transdiscourse and eventually make heuristic information scientifically useful. Insight from the Ghost Nets case study informed data collections and GIS mapping for the Southern Gulf of Maine. Those insights and the mapping were used to analyze relationships between finfish abundance, eelgrass, and invasive, predatory green crabs. Conclusions were drawn that are relevant to coastal and fisheries management practices. The author used performative approaches to contribute expert witnessing to her conclusions. Questionnaires were used to determine how much community awareness was accomplished with the case studies, and assess effects on future behavior. By combining art and science methodologies, the author revealed insights that could help small restored sites act as trigger points towards restoration of healthy bioregional systems more efficiently than would be possible through restoration science alone. In scaling up (applying small models to larger systems) and applying these practices for landscape ecology, the author assembled a set of recommendations for other researchers to implement these ideas in the future. Those recommendations included the formal engagement of ecological artists as equal partners on environmental restoration teams.

Esta tese situa-se no campo da Educação Superior e seu objetivo principal foi investigar e discutir qual o espaço formal e quais significados são atribuídos à Educação Ambiental nas políticas públicas e nos cursos de graduação em Engenharia Agronômica do país. A opção pela temática decorre do entendimento da relevância de inclusão dessa área de conhecimento na formação do Engenheiro Agrônomo, no sentido de atender ao compromisso de buscar alternativas de ação viáveis frente à crise socioambiental que caracteriza a contemporaneidade. Trata-se de uma pesquisa qualitativa, com características de estudo de caso que envolveu análise documental e interpretação das representações dos sujeitos. O estudo de campo, desenvolvido junto aos Cursos de Agronomia da UFSM e da UFRGS, foi orientado pelas seguintes questões de pesquisa: i) que lugar ocupa a Educação Ambiental nas políticas públicas educacionais voltadas à formação profissional do Engenheiro Agrônomo, nos Projetos Político-Pedagógicos (PPPs) e propostas curriculares e no seu desenvolvimento nos Cursos de Agronomia; ii) qual o espaço atribuído à EA nas representações dos sujeitos (professores e estudantes) envolvidos diretamente nesses cursos e/ou no exercício profissional; iii) que perspectivas são apontadas por professores, estudantes e egressos dos Cursos de Agronomia para ampliar o espaço da EA no processo formativo. A pesquisa sustentou-se nos aportes teóricos referidos às concepções de Educação Ambiental; à relação entre a crise sócio-ambiental da contemporaneidade e o mundo agrícola; à crise de paradigmas no conhecimento científico e seus reflexos na educação; aos Projetos Político- Pedagógicos/currículos tradicionais versus projetos inovadores. Foram envolvidos como sujeitos do estudo doze (12) professores, onze (11) estudantes, representando as duas Universidades e nove (9) engenheiros agrônomos representando a área de atuação profissional. Os dados, coletados através da leitura dos documentos legais, de entrevistas semi-estruturadas e de registros no Diário de Campo da pesquisadora, foram respectivamente submetidos aos procedimentos de análise documental e de analise de conteúdo. Como resultados do estudo registram-se: i) a crescente preocupação com a Educação Ambiental em nível governamental; ii) a consciência mais aguçada entre os sujeitos do estudo quanto à importância do tema na formação profissional; iii) o espaço ainda incipiente da EA nos PPPs e Currículos dos Cursos de Agronomia, bem como a permanência de estruturas curriculares tradicionais. Evidenciou-se, por outro lado, o esforço de alguns dos professores na inserção da EA nos PPPs e estruturas curriculares dos cursos e em suas práticas educativas, assim como algumas perspectivas para ampliar esse espaço por meio da formação continuada dos docentes, da formação universitária contextualizada e comprometida com a sociedade, da associação entre ensino, pesquisa e extensão e da relação entre a formação agronômica e o modelo de agricultura e de desenvolvimento sustentável. / This thesis is situated in the field of Higher Education and its objective was to investigate and to discuss which formal space and meanings are attributed to Environmental Education in public policies and in undergraduate programs of Agronomy in the country. The option for the subject comes from the understanding of the relevance of including this area of knowledge in the professional formation of the Agronomist, in order to attend the commitment of looking for viable action alternatives facing the socio-environmental crisis characterizing the contemporary times. It is a qualitative research, with characteristics of study case that involved documental analyses and interpretation of the subjects' representations. The field study, developed with the Agronomy courses of UFSM and UFRGS was oriented by the following research issues: i) what is the place that environmental education occupies in the public educational policies aiming the professional education of Agronomists in the Political Pedagogic Projects (PPPs) and curricula, and in their development in the Agronomy courses; ii) what is the space attributed to environmental education in the subjects representations (teachers and students) involved directly in these courses e/or the professional activities; iii) what perspectives are appointed by teachers, students and alumni of Agronomy courses to broaden the space of the environmental education in the educational formation process. The research was supported in the theoretical knowledge related to the conceptions of environmental education; the relation between the contemporary socio-environmental crisis and the agricultural world; the paradigms crisis in the scientific knowledge and their reflexes on education; the PPP/traditional curriculum versus innovative ones. As study subjects were involved twelve (12) teachers and eleven (11) students, representing the two universities, and nine (9) agronomists representing the professional area. The data, collected from reading legal documents, semi-structured interviews, and entries in the field diary of the researcher, were submitted, respectively, to the procedures of documental and content analyses. As results of the study is registered: i) the increasing concern with Environmental Education at the governmental level; ii) the higher conscience of the study subjects about the importance of Environmental Education in the professional formation; iii) the still incipient space of Environmental Education in the PPPs and curricula of Agronomy courses, as well as the remaining of traditional curricula. On the other hand, the effort of some teachers in inserting Environmental Education into the courses' PPP and curriculum structures and into their educational practices became evident, as well as, the perspectives aiming to enlarge the space of Environmental Education through the continuing formation of teachers, the contextualized undergraduate formation committed with the society, the association among teaching, research and extension and the relationship between the Agronomy undergraduate education and the model of agriculture and sustainable development.

The notion of an environmental crisis or catastrophe conjures connotations of rupture, emergency, and impermanence: an intermediary moment of chaos in which the normal order of things collapses in on itself only to be brought back to life—or “recovered”—after the crisis is finished. It is by definition an event out of the ordinary, which in turn is idealised as the realm of routine, repetition, and the reproduction of the social order. But how might such crises permeate the body, home, and other ecologies of everyday life? And how might these ecologies be marshalled and transformed in a time of unfolding change? California is currently caught in a cascade of intersecting environmental crises, erupting most spectacularly with the state’s “historic” drought, which lasted from 2011 to 2017 and peaked in 2014/2015. Alongside the drought and its second order ramifications like wild fires and dust storms, the local manifestations of a changing climate are converging to generate among Californians a sense of near-constant crisis that is both powerful and widespread. Based on thirteen months' fieldwork from June 2014 to July 2015 in the arid lands of Central and Southern California, this thesis examines everyday lived experiences of space and time amidst this scene of instability and uncertainty. Each chapter tracks from a different vantage point the ways in which people are experimenting with the material, practical, and symbolic elements of “the ordinary” in response to the discontinuities introduced into daily life by forces beyond their control. It is my assertion that these ongoing and open-ended practices are poorly captured by the concept of “recovery”—a recurrent figure in the anthropology of disaster—which strongly suggests a telos of return to some or another pre-disaster way of life. The central argument of the thesis, then, is that these processes of experimentation must be understood in an analytical framework that embraces rather than disavows the mutual absorption of the ordinary and the event. As such, the thesis examines the improvisational as well as the habitual aspects of everyday life, whilst also directing attention to the generative as well as destructive dimensions of environmental crisis. Sure enough, environmental crises can incite shock and trauma in those that live through them. At their most extreme, they may also reduce life to a state of bare survival. Yet my interlocutors also took great pride in their collective capacities not only to “weather the storm” but also to invent new modes of self-sufficiency in response to their altered physical circumstances. In doing so, they all drew heavily upon images of California’s past in order to make sense of their present and chart paths for future action. As such, the thesis will contribute to anthropologies of disaster, the ordinary, and historical imagination and practice in the contemporary United States.

Esta tese situa-se no campo da Educação Superior e seu objetivo principal foi investigar e discutir qual o espaço formal e quais significados são atribuídos à Educação Ambiental nas políticas públicas e nos cursos de graduação em Engenharia Agronômica do país. A opção pela temática decorre do entendimento da relevância de inclusão dessa área de conhecimento na formação do Engenheiro Agrônomo, no sentido de atender ao compromisso de buscar alternativas de ação viáveis frente à crise socioambiental que caracteriza a contemporaneidade. Trata-se de uma pesquisa qualitativa, com características de estudo de caso que envolveu análise documental e interpretação das representações dos sujeitos. O estudo de campo, desenvolvido junto aos Cursos de Agronomia da UFSM e da UFRGS, foi orientado pelas seguintes questões de pesquisa: i) que lugar ocupa a Educação Ambiental nas políticas públicas educacionais voltadas à formação profissional do Engenheiro Agrônomo, nos Projetos Político-Pedagógicos (PPPs) e propostas curriculares e no seu desenvolvimento nos Cursos de Agronomia; ii) qual o espaço atribuído à EA nas representações dos sujeitos (professores e estudantes) envolvidos diretamente nesses cursos e/ou no exercício profissional; iii) que perspectivas são apontadas por professores, estudantes e egressos dos Cursos de Agronomia para ampliar o espaço da EA no processo formativo. A pesquisa sustentou-se nos aportes teóricos referidos às concepções de Educação Ambiental; à relação entre a crise sócio-ambiental da contemporaneidade e o mundo agrícola; à crise de paradigmas no conhecimento científico e seus reflexos na educação; aos Projetos Político- Pedagógicos/currículos tradicionais versus projetos inovadores. Foram envolvidos como sujeitos do estudo doze (12) professores, onze (11) estudantes, representando as duas Universidades e nove (9) engenheiros agrônomos representando a área de atuação profissional. Os dados, coletados através da leitura dos documentos legais, de entrevistas semi-estruturadas e de registros no Diário de Campo da pesquisadora, foram respectivamente submetidos aos procedimentos de análise documental e de analise de conteúdo. Como resultados do estudo registram-se: i) a crescente preocupação com a Educação Ambiental em nível governamental; ii) a consciência mais aguçada entre os sujeitos do estudo quanto à importância do tema na formação profissional; iii) o espaço ainda incipiente da EA nos PPPs e Currículos dos Cursos de Agronomia, bem como a permanência de estruturas curriculares tradicionais. Evidenciou-se, por outro lado, o esforço de alguns dos professores na inserção da EA nos PPPs e estruturas curriculares dos cursos e em suas práticas educativas, assim como algumas perspectivas para ampliar esse espaço por meio da formação continuada dos docentes, da formação universitária contextualizada e comprometida com a sociedade, da associação entre ensino, pesquisa e extensão e da relação entre a formação agronômica e o modelo de agricultura e de desenvolvimento sustentável. / This thesis is situated in the field of Higher Education and its objective was to investigate and to discuss which formal space and meanings are attributed to Environmental Education in public policies and in undergraduate programs of Agronomy in the country. The option for the subject comes from the understanding of the relevance of including this area of knowledge in the professional formation of the Agronomist, in order to attend the commitment of looking for viable action alternatives facing the socio-environmental crisis characterizing the contemporary times. It is a qualitative research, with characteristics of study case that involved documental analyses and interpretation of the subjects' representations. The field study, developed with the Agronomy courses of UFSM and UFRGS was oriented by the following research issues: i) what is the place that environmental education occupies in the public educational policies aiming the professional education of Agronomists in the Political Pedagogic Projects (PPPs) and curricula, and in their development in the Agronomy courses; ii) what is the space attributed to environmental education in the subjects representations (teachers and students) involved directly in these courses e/or the professional activities; iii) what perspectives are appointed by teachers, students and alumni of Agronomy courses to broaden the space of the environmental education in the educational formation process. The research was supported in the theoretical knowledge related to the conceptions of environmental education; the relation between the contemporary socio-environmental crisis and the agricultural world; the paradigms crisis in the scientific knowledge and their reflexes on education; the PPP/traditional curriculum versus innovative ones. As study subjects were involved twelve (12) teachers and eleven (11) students, representing the two universities, and nine (9) agronomists representing the professional area. The data, collected from reading legal documents, semi-structured interviews, and entries in the field diary of the researcher, were submitted, respectively, to the procedures of documental and content analyses. As results of the study is registered: i) the increasing concern with Environmental Education at the governmental level; ii) the higher conscience of the study subjects about the importance of Environmental Education in the professional formation; iii) the still incipient space of Environmental Education in the PPPs and curricula of Agronomy courses, as well as the remaining of traditional curricula. On the other hand, the effort of some teachers in inserting Environmental Education into the courses' PPP and curriculum structures and into their educational practices became evident, as well as, the perspectives aiming to enlarge the space of Environmental Education through the continuing formation of teachers, the contextualized undergraduate formation committed with the society, the association among teaching, research and extension and the relationship between the Agronomy undergraduate education and the model of agriculture and sustainable development.

O presente trabalho teve o objetivo de realizar um estudo diagnóstico do modo como a Educação Ambiental vem sendo trabalhada nas escolas de ensino fundamental (5a a 8a séries) da cidade de Piracicaba/SP. A pesquisa levantou os professores que trabalham com Educação Ambiental nas escolas, as principais atividades desenvolvidas, os objetivos, as experiências vivenciadas, os materiais utilizados, as metodologias empregadas, os projetos desenvolvidos e parceiros nessas atividades. Além disso, procurou identificar as concepções de Educação Ambiental dos professores, bem como as principais carências e dificuldades na realização das atividades. O estudo do modo como vem se dando as práticas de Educação Ambiental nas escolas é pertinente por se tratar de um parâmetro curricular recente, desenvolvido muitas vezes de forma improvisada e adaptada, outras vezes por pessoas e instituições externas às escolas. A presente pesquisa, utilizandose de elementos da pesquisa qualitativa, realizou entrevistas junto aos coordenadores e professores das escolas estaduais e particulares do ensino fundamental e reuniu informações das estruturas escolares. A cidade de Piracicaba conta com um pouco mais do dobro de escolas de ensino fundamental da rede estadual (cinqüenta e quatro) em relação às escolas da rede privada (vinte). Para garantir que a amostra fosse representativa e proporcional, o município foi dividido em quatro regiões geográficas, sendo que em cada uma delas foram sorteadas as escolas para a realização da pesquisa, de modo que se selecionou um sexto das escolas estaduais e um terço das escolas particulares da cidade. Na dissertação demonstramos que as dificuldades, tanto das escolas estaduais quanto das particulares, são referentes às diferentes formas de interpretar e compreender a Educação Ambiental, aspectos esses relacionados ao fato de se tratar de um campo ainda novo e não devidamente incorporado nos processos de formação de professores. Além disso, observamos como agravantes a falta de tempo e espaço adequado para reuniões de planejamento, estudo e pesquisa, recursos materiais e metodológicos escassos e até inexistentes, currículos programados de modo rígido e fechado, organizados por uma estrutura fortemente disciplinar. Observamos que a Educação Ambiental vem sendo trabalhada nas escolas em disciplinas consideradas "ambientais", como Ciências e Geografia, com o desenvolvimento de projetos temáticos ou em atividades extracurriculares e pontuais. Pôde-se constatar que a Educação Ambiental vem sendo incorporada pelas escolas de maneira fragmentada, superficial, isolada e descontínua, portanto, contribuindo pouco para uma educação escolar que almeje ser crítica, transformadora e emancipatória. / The present work has had the goal to do a diagnosis study about the way the Environmental Education has been working in the elementary schools (5th to 8th grades) of the city of Piracicaba/SP. The research mapped the teachers who work with environmental education at schools, their main activities that were developed, goals, experiences, used materials, and applied methodologies, developed projects and partners in these activities. Moreover, this research tried to identify the concepts of environmental education of these teachers as well as their main needs and difficulties in performing their activities. The study of the environmental education in the schools is important since it has recently become part of the curriculum, many times developed as an improvising and adapted way, and other times for people or institutions out of the schools. This research, using elements from the qualitative research, promoted interviews with state and private elementary schools coordinators and teachers, and collected information regarding schools structures. The city of Piracicaba has more than twice the number of state elementary schools (it has fifty four) than private schools (twenty). In order to guarantee a representative and proportional sample, the city was divided in four geographic regions, being schools randomly selected in each region for the purpose of the research, with the result of one sixth of the state schools being selected versus one third of private schools. In the dissertation we demonstrate that the difficulties, in both state and private schools, were due to the multiple ways to interpret and comprehend environmental education. These aspects related to the different concepts and goals of environmental education. Other difficulties refer to the fact that environmental education is a new subject and so far not well incorporated in the process of training teachers. Besides, we observed as an additional contribution the lack of time and adequate space to plan meetings, study and research, few or none material and methodological resources, firm and defined school programs, organized by a very rigid and disciplined structure. We also observed that the environmental education has been working at schools in disciplines considered in connection with environment, as science and geography, with the development of theme projects or in extra school program and specific activities. It has been found out that environment education has been incorporated by schools in isolated, superficial, discontinued and piecemealed way, and therefore, with a low contribution to a school education which aims to develop thinking, transformation and emancipation.

Esta tese situa-se no campo da Educação Superior e seu objetivo principal foi investigar e discutir qual o espaço formal e quais significados são atribuídos à Educação Ambiental nas políticas públicas e nos cursos de graduação em Engenharia Agronômica do país. A opção pela temática decorre do entendimento da relevância de inclusão dessa área de conhecimento na formação do Engenheiro Agrônomo, no sentido de atender ao compromisso de buscar alternativas de ação viáveis frente à crise socioambiental que caracteriza a contemporaneidade. Trata-se de uma pesquisa qualitativa, com características de estudo de caso que envolveu análise documental e interpretação das representações dos sujeitos. O estudo de campo, desenvolvido junto aos Cursos de Agronomia da UFSM e da UFRGS, foi orientado pelas seguintes questões de pesquisa: i) que lugar ocupa a Educação Ambiental nas políticas públicas educacionais voltadas à formação profissional do Engenheiro Agrônomo, nos Projetos Político-Pedagógicos (PPPs) e propostas curriculares e no seu desenvolvimento nos Cursos de Agronomia; ii) qual o espaço atribuído à EA nas representações dos sujeitos (professores e estudantes) envolvidos diretamente nesses cursos e/ou no exercício profissional; iii) que perspectivas são apontadas por professores, estudantes e egressos dos Cursos de Agronomia para ampliar o espaço da EA no processo formativo. A pesquisa sustentou-se nos aportes teóricos referidos às concepções de Educação Ambiental; à relação entre a crise sócio-ambiental da contemporaneidade e o mundo agrícola; à crise de paradigmas no conhecimento científico e seus reflexos na educação; aos Projetos Político- Pedagógicos/currículos tradicionais versus projetos inovadores. Foram envolvidos como sujeitos do estudo doze (12) professores, onze (11) estudantes, representando as duas Universidades e nove (9) engenheiros agrônomos representando a área de atuação profissional. Os dados, coletados através da leitura dos documentos legais, de entrevistas semi-estruturadas e de registros no Diário de Campo da pesquisadora, foram respectivamente submetidos aos procedimentos de análise documental e de analise de conteúdo. Como resultados do estudo registram-se: i) a crescente preocupação com a Educação Ambiental em nível governamental; ii) a consciência mais aguçada entre os sujeitos do estudo quanto à importância do tema na formação profissional; iii) o espaço ainda incipiente da EA nos PPPs e Currículos dos Cursos de Agronomia, bem como a permanência de estruturas curriculares tradicionais. Evidenciou-se, por outro lado, o esforço de alguns dos professores na inserção da EA nos PPPs e estruturas curriculares dos cursos e em suas práticas educativas, assim como algumas perspectivas para ampliar esse espaço por meio da formação continuada dos docentes, da formação universitária contextualizada e comprometida com a sociedade, da associação entre ensino, pesquisa e extensão e da relação entre a formação agronômica e o modelo de agricultura e de desenvolvimento sustentável. / This thesis is situated in the field of Higher Education and its objective was to investigate and to discuss which formal space and meanings are attributed to Environmental Education in public policies and in undergraduate programs of Agronomy in the country. The option for the subject comes from the understanding of the relevance of including this area of knowledge in the professional formation of the Agronomist, in order to attend the commitment of looking for viable action alternatives facing the socio-environmental crisis characterizing the contemporary times. It is a qualitative research, with characteristics of study case that involved documental analyses and interpretation of the subjects' representations. The field study, developed with the Agronomy courses of UFSM and UFRGS was oriented by the following research issues: i) what is the place that environmental education occupies in the public educational policies aiming the professional education of Agronomists in the Political Pedagogic Projects (PPPs) and curricula, and in their development in the Agronomy courses; ii) what is the space attributed to environmental education in the subjects representations (teachers and students) involved directly in these courses e/or the professional activities; iii) what perspectives are appointed by teachers, students and alumni of Agronomy courses to broaden the space of the environmental education in the educational formation process. The research was supported in the theoretical knowledge related to the conceptions of environmental education; the relation between the contemporary socio-environmental crisis and the agricultural world; the paradigms crisis in the scientific knowledge and their reflexes on education; the PPP/traditional curriculum versus innovative ones. As study subjects were involved twelve (12) teachers and eleven (11) students, representing the two universities, and nine (9) agronomists representing the professional area. The data, collected from reading legal documents, semi-structured interviews, and entries in the field diary of the researcher, were submitted, respectively, to the procedures of documental and content analyses. As results of the study is registered: i) the increasing concern with Environmental Education at the governmental level; ii) the higher conscience of the study subjects about the importance of Environmental Education in the professional formation; iii) the still incipient space of Environmental Education in the PPPs and curricula of Agronomy courses, as well as the remaining of traditional curricula. On the other hand, the effort of some teachers in inserting Environmental Education into the courses' PPP and curriculum structures and into their educational practices became evident, as well as, the perspectives aiming to enlarge the space of Environmental Education through the continuing formation of teachers, the contextualized undergraduate formation committed with the society, the association among teaching, research and extension and the relationship between the Agronomy undergraduate education and the model of agriculture and sustainable development.

Dissertação(mestrado) - Universidade Federal do Rio Grande, Programa de Pós-Graduação em Educação Ambiental, Instituto de Educação, 2010. / Submitted by Luize Santos (lui_rg@hotmail.com) on 2012-07-12T01:36:23Z No. of bitstreams: 1 Fernanda Ciandrini de Mendonça.pdf: 645024 bytes, checksum: 862f44fbd95e3491e24321fffc63ea9a (MD5) / Approved for entry into archive by Bruna Vieira(bruninha_vieira@ibest.com.br) on 2012-09-24T23:28:40Z (GMT) No. of bitstreams: 1 Fernanda Ciandrini de Mendonça.pdf: 645024 bytes, checksum: 862f44fbd95e3491e24321fffc63ea9a (MD5) / Made available in DSpace on 2012-09-24T23:28:40Z (GMT). No. of bitstreams: 1 Fernanda Ciandrini de Mendonça.pdf: 645024 bytes, checksum: 862f44fbd95e3491e24321fffc63ea9a (MD5) Previous issue date: 2010 / O presente trabalho investiga a natureza do Movimento dos Trabalhadores Rurais Sem Terra - MST, através da análise de alguns documentos políticos, buscando esclarecer de que forma as questões relativas à natureza/meio ambiente foram incluídas em suas principais reivindicações, mais precisamente, a maneira que se deu a ampliação da natureza deste Movimento, em seu caráter político, hoje, vinculado às questões ambientais, bem como, de que forma as concepções de natureza/meio ambiente vem sendo tratadas pelo MST em alguns documentos utilizados na formação de sua militância. O material analisado foi selecionado tendo como critérios, sua relevância histórica e variedade de nichos que visam atingir, assim como, o intervalo de tempo existente entre as publicações, buscando compreender a evolução de seu discurso a respeito da temática. Selecionamos como categoria a Natureza, compreendida como natureza física, natureza humana e natureza produzida, admitindo que estas se influenciam mutuamente. Fundamentamo-nos em DUARTE (1995), GOHN (2007), MACHADO (2009), MARX (2004,2007), PORTO-GONÇALVES (2001, 2006), STEDILE (2004, 2005) dentre outros. Utilizamos a abordagem qualitativa na análise bibliográfica sob o prisma do materialismo histórico, buscando interpretar a configuração de tais mudanças, em um determinado tempo histórico, e destacamos que a ampliação da natureza do Movimento se conforma um processo de preparação para o enfrentamento de novas disputas que se dão em tempos de crise ambiental em evidência, bem como, que, a evolução de suas concepções sobre natureza/meio ambiente ocorreu em consonância com a associação das causas ambientais à sua principal bandeira de luta, a reforma agrária. Ressaltamos, também, a importância do MST, no atual cenário de crise socioambiental mundial, como sujeito atuante que se coloca à frente do debate, propondo alternativas para um novo modelo de desenvolvimento que inclui o acolhimento da preocupação com as questões ambientais nas relações de produção e reprodução da sociedade. / This study investigates the nature of the MST (Acronym in Portuguese for Movement of Landless Rural Workers), through the analysis of some political documents, seeking to clarify how the issues concerning to the nature / environment were included in their key demands, more precisely, the way that the expansion of the nature of the movement in its political character, today, linked to environmental issues, as well as how the concepts of nature / environment has been treated by the MST in some documents used in formation of its activism. The material was analyzed using as criteria, its historical relevance and variety of niches that seek to achieve, as well as the time interval between publications, trying to understand the evolution of its speech about the topic. We selected as a category the Nature, understood as physical nature, human nature and fabricated nature, assuming that they influence each other. We based this work in DUARTE (1995), GOHN (2007), MACHADO (2009), MARX (2004, 2007), PORTO-GONÇALVES (2001, 2006), among others. We used a qualitative approach in bibliographic analysis through the prism of historical materialism, seeking to interpret the configuration of such changes in a particular historical time, and we emphasize that the expansion of the nature of the movement conforms a process of preparation for facing new disputes occur in times of obvious environmental crisis, and that the evolution of its ideas about nature / environment was in line with the association of environmental causes of its main battle flag, the agrarian reform. We stress also the importance of the MST, in the current scenario of global social and environmental crisis, as a leading actor in the front of the debate, proposing alternatives to a new development model that includes the host's concern with environmental issues in the relations of production and reproduction of society.

Submitted by Margareth Ferreira Pinto (margarethfpinto@hotmail.com) on 2016-04-06T19:06:53Z No. of bitstreams: 1 Virginia.pdf: 686215 bytes, checksum: 301528ad9541b7683467d4896412cb98 (MD5) / Approved for entry into archive by cleuza maria medina dos santos (cleuzamai@yahoo.com.br) on 2016-04-29T20:24:24Z (GMT) No. of bitstreams: 1 Virginia.pdf: 686215 bytes, checksum: 301528ad9541b7683467d4896412cb98 (MD5) / Made available in DSpace on 2016-04-29T20:24:24Z (GMT). No. of bitstreams: 1 Virginia.pdf: 686215 bytes, checksum: 301528ad9541b7683467d4896412cb98 (MD5) Previous issue date: 2013 / O presente estudo refere-se a uma dissertação de mestrado em Educação Ambiental, a qual que teve como objetivo estabelecer um diálogo entre música, sociedade e Educação Ambiental. Sendo assim, tem-se como problema de pesquia investigar de que forma a música, por meio do rock and roll, vem contribuindo para pensarmos na crise ambiental que se instala na atualidade. Para dar conta de responder a essa investiação selecionaram-se letras de rock de sete bandas de diferentes países ocidentais que tratam da temática ambiental, desde a década de 1990 até os dias atuais. Apoiada em autores como Michel Foucault, Félix Guattari, Zygmunt Bauman, Isabel Carvalho, Leandro Belinaso Guimarães, Maria Lúcia Castagna Wortmann, entre outros, a pesquisa analisou as enunciações de natureza, meio ambiente e homem presentes nas letras que compuseram o corpus de análise desta investigação. O caminho metodológico selecionado para operar com o material empírico trata especificamente de algumas ferramentas da análise do discurso, a partir de Michel Foucault. Na análise do material posto em suspenso, a pesquisa apontou para dois enunciados potentes, os quais vêm auxiliando na constituição do discurso da crise ambiental por meio de letras de rock and roll: o homem como principal destruidor do planeta, este intitulado de antropocentrismo; e o terror e medo pela perda do planeta. Com isso, evidenciaram-se que ditos como esses, presentes nas letras de rock selecionadas, entram na ordem do discurso verdadeiro no campo da Educação Ambiental, o que justifica a escrita dessa dissertação. Sendo assim, ressalta-se a importância de atentarmos para rock and roll, como um artefato cultural potente que vem nos auxiliando a olhar para crise ambiental, interpelando-nos a constituir modos de ser e viver, diante de saberes e verdades produzidas na e pela cultura, pois, diante dos significados travados por meio da cultura, vamos engendrando nossos modos de vida, bem como estabelecendo relações com o mundo em que vivemos. / The present study refers to a master`s degree dissertation in Environmental Education which has as its objective to establish a dialogue among music, society and Environmental Education. That said, this research problematizes how to investigate the way music, through rock and roll, has been contributing to think about the environmental crisis of our days. With the intention of problematize the way music, through rock and roll, has been contributing to make us think about the environmental crisis, it has been selected rock and roll lyrics from seven different western bands about environmental themes, since the early 90 ́s to nowadays. Supported by authors such as Michel Foucault, Félix Guattari, Zygmunt Bauman, Isabel Carvalho, Leandro Belinaso Guimarães, Maria Lúcia Castagna Wortmann and others, the research analyzed enunciations of nature, environment and men presented on the lyrics that composed this investigation ́s analysis corpus. The methodological patch selected to operate with the empirical material is specifically some speech analysis tools from Michel Foucault. Based on the analysis of this material, the research lead to two strong statements, which has been helping the formation of the environmental crisis speech through rock and roll lyrics: the mankind as the main destructor of the planet, what is named as anthropocentrism, and the terror and fear for the planet ́s losses. Whit this, it became evident that sayings like those presented in the selected rock and roll lyrics agree with the true speech on Environmental Education field, what justifies this dissertation. Thus, it is highlighted the importance to pay attention to rock and roll as a strong cultural artifact that has been assisting us to look to the environmental crisis, asking us to create ways of being and living, in front of the knowledge and truths produced in and by the culture, for the meanings locked by the culture, we engender our way of life and establish relations with the world we live in.