Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-10-24T18:42:29Z No. of bitstreams: 1 2016 - Cristina Maria Alves da Silva.pdf: 4473867 bytes, checksum: f45b303fc503257b78a31fe3cf52b0f1 (MD5) / Made available in DSpace on 2017-10-24T18:42:29Z (GMT). No. of bitstreams: 1 2016 - Cristina Maria Alves da Silva.pdf: 4473867 bytes, checksum: f45b303fc503257b78a31fe3cf52b0f1 (MD5) Previous issue date: 2016-07-20 / This research aimed to analyze the learning process from the environmental pedagogical praxis perspective taking into account the exchange of knowledge that occurred between 55 students from the 6th and the 7th grade of a public school located in Duque de Caxias/RJ. To understand the process of formation and development of a critical environmental education we took as a starting point the students? reality throughout the year of 2015.Based on the concept of the Theory of Meaningful Learning from David Ausubel (1980), firstly, a kind of poll was given to the students. The intention was getting the level of knowledge they had about the environment and what kind of thought they had about it. We stimulated them to think about their neighborhood as well. After they had answered the questions, we applied a number of educational activities focused on the critical environmental education. No matter the tools, the purpose was always the same: reflect and record in an individual notebook the knowledge built and exchanged in the classroom. After the implementation of these educational activities, the same poll was applied again. That time the aiming was to evaluate whether and which knowledge they had gained, which kind of thoughts and behaviors were built in relation to the environment, to their neighborhood. Then, a comparison of the answers given before and after the activities that included mainly the students? reality was made. An that point it was observed that it is necessary to take into account the students? reality in order to develop a critical environmental education, which turns them into active pieces of the changing process instead of keeping them passive. They started wondering how the relationships worked, no matter the parts involved in, so they started seeing themselves as main characters, as people who are responsible for the environment where they were inserted in. / Esta pesquisa teve por objetivo analisar o processo de aprendizado a partir das praxis pedag?gicas ambientais e as trocas de saberes que ocorreram entre 55 estudantes das turmas do 6? e 7? ano de uma escola p?blica estadual no munic?pio de Duque de Caxias/RJ. Considerou-se a realidade vivida pelos mesmos ao longo do ano letivo de 2015, visando compreender o processo de forma??o e desenvolvimento de uma educa??o ambiental cr?tica e reflexiva. Com base no conceito de Organizador Pr?vio da Teoria da Aprendizagem Significativa, de David Ausubel (1980), foi aplicado, inicialmente, um question?rio junto aos estudantes com a inten??o de compreender que conhecimentos tinham e o que pensavam sobre o meio ambiente, sobre seu bairro e sua vizinhan?a. Ap?s a aplica??o do question?rio, foi desenvolvido um conjunto de atividades pedag?gicas voltadas para a educa??o ambiental cr?tica, a finalidade era refletir e registrar em uma caderneta individual de campo o conhecimento constru?do e trocado em sala de aula. Ap?s a aplica??o das atividades pedag?gicas, voltou-se a trabalhar com o question?rio inicial. Desta vez, com a inten??o de avaliar se havia novos conhecimentos e em caso de resposta positiva quais. A compara??o entre os question?rios aplicados antes e depois das pr?ticas voltadas a uma educa??o ambiental que inclu?sse a realidade vivida pelos estudantes permitiu que se observasse o cotidiano dos mesmos e os pontos que devem ser abordados para a constru??o de uma educa??o ambiental reflexiva, ativa, que permita o questionamento das rela??es existentes entres os seres humanos que vivem em determinado espa?o e deles com o ambiente em si, o que significa dizer que os estudantes em quest?o passam a ser vistos n?o como meros expectadores, mas como protagonistas de suas vidas e respons?veis por seu ambiente.

Our generation has witnessed an unprecedented economic growth, which at the time that has brought benefits to many people, also produced social inequalities and environmental impacts. Given the importance of environmental education today, the goal of this study was to evaluate the effects of implementing a teaching program for the drafting of environmental education with teachers in the municipality of Indiaroba/SE. Pardo (1997) defines education as a program planning that takes into account not only the sequence of the contents to be addressed, but involves the definition of behavioral objectives, activities, resources to be used, and the definition of evaluation criteria consistent with the steps specified above. The specific objectives of the research were to analyze the concept of Environment Education that teachers had to identify the issues with which they had interest in working, describe the steps for preparing projects for Environmental Education that developed during the teaching program, compare their characteristics with projects that had previously completed analyzing the opinion of teachers about the contributions of the teaching program for their projects and suggestions for improving it. The inclusion criteria involved the same participants were enrolled in the extension project Green Room , sponsored by the Federal University of Sergipe and their agreement to participate in the study by signing a consent form and informed. The study included 27 teachers, who were organized into five groups according to the similarity of the subject who wanted to work. The education program was conducted in ten meetings between the months from May to October 2010, lasting approximately four hours each. Data collection followed the following steps: 1- line basis on which we carried out a survey on the knowledge of environmental education for teachers and the projects that had already done. 2- Intervention, which was applied in the teaching program during which teachers have drawn up new projects or redesign existing projects, collecting the productions of the groups at all stages of planning. Such productions were compared with those existing before the implementation of the teaching program. 3- Evaluation of the teaching program in which were collected the opinions of teachers about the effects of the program on their work and suggestions for planning the same. The results showed that most of the stages of project planning has been improved with the implementation of the program of teaching, namely there was a better definition of the subject, more precise definition of objectives, more detailed definition of human resources and materials to be used in the project, adequacy of the development schedule of activities, the inclusion of the project evaluation by the participants. The evaluation of the teaching program by the participants showed that 80% of them considered that it contributed significantly to improving the planning stages of their projects, showing the importance of developing such a systematic work plan was proposed during the implementation of educational program that was the subject of this research. / Nossa geração tem testemunhado um crescimento econômico sem precedentes, o qual, ao mesmo tempo em que trouxe benefícios para muitas pessoas, produziu também desigualdades sociais e impactos ambientais. Tendo em vista a importância da Educação Ambiental nos dias atuais, o objetivo geral desta pesquisa foi avaliar os efeitos da aplicação de um programa de ensino para a elaboração de projetos de Educação Ambiental com professores do município de Indiaroba-SE. Pardo (1997) define programa de ensino como um planejamento que leva em consideração não apenas a sequenciação dos conteúdos a serem abordados, mas envolve a definição de objetivos comportamentais, as atividades, os recursos a serem utilizados e a definição de critérios de avaliação coerentes com as etapas anteriormente definidas. Os objetivos específicos da pesquisa foram analisar a concepção de Educação Ambiental que os professores possuíam, identificar os temas com os quais tinham interesse em trabalhar, descrever as etapas de elaboração dos projetos de Educação Ambiental que desenvolveram no decorrer do programa de ensino, comparar suas características com as dos projetos que haviam elaborado anteriormente, analisar a opinião dos professores sobre as contribuições do programa de ensino para seus projetos e sugestões para melhorá-lo. Os critérios para inclusão dos participantes envolveram os mesmos estarem inscritos no projeto de extensão ´Sala Verde´, promovido pela Universidade Federal de Sergipe, e em sua concordância em participar da pesquisa mediante a assinatura de um termo de consentimento livre e esclarecido. A pesquisa contou com 27 professores, que se organizaram em cinco grupos de acordo com a semelhança do tema que desejavam trabalhar. O programa de ensino foi realizado em dez encontros, entre os meses de maio e outubro de 2010, com uma duração de aproximadamente quatro horas cada um deles. As coletas de dados obedeceram às seguintes etapas: 1ª) linha de base, na qual se realizou um levantamento sobre os conhecimentos de Educação Ambiental que os professores possuíam e os projetos que já haviam realizado; 2ª) intervenção, na qual foi aplicado o programa de ensino no decorrer do qual os professores elaboraram novos projetos ou reelaboraram projetos já existentes, coletando-se as produções dos grupos em todas as etapas do planejamento. Tais produções foram comparadas com aquelas existentes antes da aplicação do programa de ensino; 3ª) avaliação do programa de ensino, na qual foram coletadas as opiniões dos professores sobre os efeitos do programa sobre seus trabalhos de planejamento e sugestões para o mesmo. Os resultados mostraram que a maioria das etapas de planejamento dos projetos foi melhorada com a aplicação do programa de ensino. A saber, houve melhor delimitação do tema, maior precisão na definição dos objetivos, definição mais detalhada dos recursos humanos e materiais a serem utilizados no projeto, adequação do cronograma ao desenvolvimento das atividades, da inserção da avaliação do projeto pelos participantes. A avaliação do programa de ensino pelos participantes mostrou que 80% deles consideraram que o mesmo contribuiu significativamente para a melhoria das etapas de planejamento de seus projetos, mostrando a importância da elaboração de trabalhos sistematicamente. Tal planejamento foi proposto durante a aplicação do programa de ensino que foi objeto da presente pesquisa.

This diploma thesis deals with the matter of protection of feral animals against trafficing. The theme is composed for use at primary school within the framework of project teaching. The work is divided into theoretical and practical section, according to the content. The matter of CITES is expressed in the theoretical part, also the educational activities in the zoological gardens are described in this part (including the educational offer of the Zoo Ohrada) and last but not least the basic concepts for didactical aspect of the thesis are defined. The practical part includes a questionnaire studying the pupils´ attitude to animals generally; evaluation of educational activities offered by the zoological garden Ohrada (included evaluation of the commute); and the project itself. The outcome of the thesis is to check the service ability of the project in practise.

Besides constructing an explicit environmental management instrument of good practices about the business intervention borderlines on the environment and the ethical limits that must regulate this action, this exploratory paper systematizes a scientific model which analyzes the Social Business Responsibility of the natural, social cultural and economic resources in Conservation Units at a multi-disciplined way about the managers‟ perceptions criteria of ethic, environment, responsibility and environmental education. Thus, it was intentionally done a field research using semi-structured interviews with seventeen (17) travel agencies which needed to be registered on the Brazilian Travel Agencies Association BTAA of Sergipe- SE, as well as which act or eager to act in the Pólo Serras Sergipanas, roteiro turístico Trilhas no ParNa Serra de Itabaiana. The environmental evaluation of these travel agencies high administration is positive as a speech of how to use it; however it does not work practically, since the environmental subject is not strategically placed at these travel agencies, so it has few investments on this field. It is noticeable that the environmental education which has guided behaviors, attitudes and perceptions has a neoclassic economical approach only, therefore it cannot be considered as Environmental Education, specifically spread on the basis of the sustainable and globally responsible society pact (emancipated, transforming, participative, wide, permanent, contextualized, ethic and inter-disciplined). On a ethic point of view, it was discussed the epistemological aspect of the classic tendency of the moral philosophy delving into the analytical pragmatic conception exam, detailed on the functioning of the responsibility principle: essay of an ethic for a technologic civilization, checking the hypothesis that the managers‟ ethic and moral judgments are disconnected to the universal values idea of responsibility due to the relation man/nature perspective crisis, which difficult the effectiveness of a business environmental educational pedagogical project in Conservation Units. The research intends to contribute to the responsible business ethical culture at the Travel Agencies, not only in the state of Sergipe, since the future of the sustainable societies depend on the sustainable balance of the economic, social and environmental dimensions, in a global and local responsible way. Therefore, the research believes that it can even be utopia the surpassing of the responsible human being with the generations to come. However, any disciplined and educated human being in accordance to the reality of his/her environment can be an eternal changing agent if he/she is able to do an self-critic of his/her attitudes created in relation to the world. / Para além de construir um instrumento de gestão ambiental explícito de boas práticas sobre as fronteiras da intervenção empresarial no meio ambiente e os limites éticos que devem regular essa ação, este trabalho exploratório sistematizou um modelo científico que analisa a Responsabilidade Social Empresarial dos recursos naturais, socioculturais e econômicos em Unidades de Conservação de forma multidisciplinar aos critérios de percepção dos empresários sobre ética, meio ambiente, responsabilidade e educação ambiental. Neste sentido, foi realizado de forma intencional, um estudo de campo com entrevistas semi-estruturadas com dezessete (17) agências, tendo como pré-requisito serem registradas na Associação Brasileira de Agências de Viagem ABAV-SE e que já atuam e/ou desejam atuar no Pólo Serras Sergipanas, roteiro turístico Trilhas no ParNa Serra de Itabaiana. A avaliação da educação ambiental da alta administração das Agências de Viagem do Estado de Sergipe é positiva enquanto discurso de utilização do meio, mas não funciona na prática, uma vez que a questão ambiental não é estratégica para as empresas, havendo assim, poucos investimentos nessa área. Percebe-se que a educação ambiental que tem orientado comportamentos, atitudes e percepções tem uma abordagem prioritariamente econômica neoclássica não podendo ser considerada como uma Educação Ambiental, designadamente difundida na proposta do tratado das sociedades sustentáveis e responsabilidade global (emancipatória, transformadora, participativa, abrangente, permanente, contextualizada, ética e interdisciplinar). Do ponto de vista ético, discutiu-se o aprofundamento epistemológico das correntes clássicas da filosófica moral com aprofundamento do exame da concepção pragmática analítica, detalhado no funcionamento do princípio da responsabilidade: ensaio de uma ética para a civilização tecnológica, constatando a hipótese que a ética e os julgamentos morais dos gestores estão desassociados da idéia de valores universais de responsabilidade devido à crise perceptiva da relação homem/natureza, o que dificulta a efetivação de um projeto pedagógico de educação ambiental empresarial em Unidades de Conservação. A pesquisa espera ter contribuído com a cultura ética empresarial responsável nas Agências de Viagem não só do Estado de Sergipe, uma vez que o futuro das sociedades sustentáveis depende do equilíbrio sustentável em suas dimensões econômicas, sociais e ambientais de forma global e localmente responsáveis. Por fim, a pesquisa acredita que pode até ser utópico a superação do sujeito responsável com as gerações futuras. Contudo, qualquer indivíduo educado e disciplinado com a realidade do seu ambiente pode ser um eterno agente de mudanças se conseguir fazer uma autocrítica de suas atitudes criadas em relação ao mundo.

The purpose of this study was to develop a Life Sciences programme, integrating Environmental Education, on environmental endocrine disruptors, for the Further Education and Training Phase of the Outcomes Based Educational System. This programme aims at giving learners the necessary knowledge and skills to limit their exposure to Endocrine Disrupting Chemicals (EDCs). The programme was evaluated by means of a quantitative study. Group-administered questionnaires were used to gather information before and after the programme had commenced. Lickert scales were used to establish the learners' knowledge, attitudes and values in connection with EDCs and the environment before and after the learners had followed the programme on EDCs. The results of the study indicated that the programme proved to be successful in increasing the knowledge of the target group in connection with EDCs. This study will contribute to the process of integrating Environmental Education in the Life Sciences curriculum. / Educational Studies / M.Ed.(Environmental Education)

The purpose of this study was to develop a Life Sciences programme, integrating Environmental Education, on environmental endocrine disruptors, for the Further Education and Training Phase of the Outcomes Based Educational System. This programme aims at giving learners the necessary knowledge and skills to limit their exposure to Endocrine Disrupting Chemicals (EDCs). The programme was evaluated by means of a quantitative study. Group-administered questionnaires were used to gather information before and after the programme had commenced. Lickert scales were used to establish the learners' knowledge, attitudes and values in connection with EDCs and the environment before and after the learners had followed the programme on EDCs. The results of the study indicated that the programme proved to be successful in increasing the knowledge of the target group in connection with EDCs. This study will contribute to the process of integrating Environmental Education in the Life Sciences curriculum. / Educational Studies / M.Ed.(Environmental Education)