Submitted by TAMARA QUINTEIRO null (tamaraquinteiro@yahoo.com.br) on 2017-03-27T17:07:39Z No. of bitstreams: 1 dissertaçao_mestrado.pdf: 2416264 bytes, checksum: 9039ba01b06bbac6673065c6e4605d24 (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-03-29T19:08:13Z (GMT) No. of bitstreams: 1 quinteiro_t_me_bauru.pdf: 2416264 bytes, checksum: 9039ba01b06bbac6673065c6e4605d24 (MD5) / Made available in DSpace on 2017-03-29T19:08:13Z (GMT). No. of bitstreams: 1 quinteiro_t_me_bauru.pdf: 2416264 bytes, checksum: 9039ba01b06bbac6673065c6e4605d24 (MD5) Previous issue date: 2017-03-06 / O presente trabalho apresenta uma pesquisa realizada com os acadêmicos do curso de Ciências Biológicas – Licenciatura durante a disciplina de Educação Ambiental sobre suas concepções a respeito do ambiente e das infrações ambientais. A pesquisa procurou trazer dados de uma realidade para investigar essas concepções ambientais de forma sistêmica, além de analisar a metodologia dos projetos didáticos e sua relação com os problemas ambientais. O processo de investigação foi dividido em três etapas. Na primeira etapa, foi realizado um levantamento das infrações ambientais ocorridas na região de Bauru/SP, durante um período de cinco anos. Segundo o levantamento, foram encontrados 22 tipos de infrações com alto índice de ocorrência: animais silvestres em cativeiro (26,75%), pesca irregular (17,72%), intervenções em área de floresta (13,37%) e intervenções em área de preservação permanente (11,74%). Essas infrações ambientais foram analisadas segundo a metodologia da Análise de Conteúdo de Bardin (1977) e agrupadas em seis temáticas para elaboração de projetos didáticos pelos acadêmicos da graduação em Biologia: 1) causar danos a qualquer tipo de animal; 2) causar prejuízos ecológicos devido à retirada de animais silvestres da natureza; 3) atividade poluidora; 4) pesca irregular; 5) intervenção em Área de Preservação Permanente (APP); e 6) intervenção em árvores isoladas e área florestal. Na segunda etapa, os acadêmicos se dividiram em seis grupos e cada grupo apresentou um seminário e na terceira etapa, eles elaboraram um projeto ambiental e desenvolveram material didático que pudesse ser utilizado por professores de Ciências/Biologia na Educação Básica. Segundo a análise dos seminários, os acadêmicos apresentaram dificuldade em buscar novos conhecimentos. Apenas um grupo sugeriu novas fontes de informação para ampliar o artigo estudado para a apresentação do seminário. Apesar de a maioria dos acadêmicos terem se posicionado quanto ao assunto abordado e proposto formas pautáveis para a melhoria da qualidade ambiental, esse comportamento somente ocorreu após serem estimulados pela professora da disciplina. Os projetos desenvolvidos pelos acadêmicos constituíram ferramentas eficazes no processo de aprendizagem. Os acadêmicos partiram de um problema real, pois utilizaram dados de infrações ambientais da Secretaria Estadual do Meio Ambiente, e construíram um saber ambiental, envolvendo as questões ecológicas, sociais e éticas. Todas as equipes realizaram entrevistas com grupos sociais específicos, o que auxiliou na reflexão sobre o assunto. Durante a análise dos projetos, concluiu-se que apenas os grupos 4 e 5 não aprofundaram o conteúdo da pesquisa, ao passo que o grupo 2 não elaborou um material didático eficiente para ser utilizado pelos professores da Educação Básica. / The purpose of this work is to present a research conducted with students taking a licentiate course in Biological Sciences. The meetings were held in the Environmental Education classes. The objective was to investigate the students’ conceptions of the environment and the environmental violations. The research aimed at collecting actual data to investigate these environmental conceptions on a systemic basis, in addition to reviewing the methodology of educational projects and their relationship with the environmental problems. The investigational process was divided into three phases. First, the information on environmental violations occurring in the region of Bauru/SP, within five years, was gathered. According with the information collected, 22 types of violations happening very often were found, namely: wild animals in captivity (26.75%), irregular fishing (17.72%), intervention in forest areas (13.37%) and intervention in permanent preservation area (11.74%). Secondly, these environmental violations were reviewed following Bardin Content Analysis methodology (1977) and grouped into six theme areas, so the undergraduate Biology students could propose their educational projects: 1) causing damages to any kind of animals; 2) causing ecological losses for removing the wild animals from nature; 3) polluting activity; 4) irregular fishing; 5) intervention in Permanent Preservation Area (PPA); and 6) intervention in isolate trees and forest area. In the second phase, the students were divided into six groups and each group made a presentation and in the third phase, they designed an environmental project and developed a teaching material to be used by Sciences/Biology teachers in Elementary Schools. By reviewing the presentations given, the students had difficulties to look for new knowledge sources. Only one group suggested new information sources to complement the article studied for the presentation. Although most of them have made their position on the matter discussed and proposed feasible ways to improve the environmental quality, they only had this behavior after being encouraged by their professor. Projects developed by the students became efficient tools in the learning process. The students started from an actual problem, as they used data on environmental violations provided by the State Secretariat for the Environment, and built an environmental knowledge, involving ecological, social and ethical issues. All the teams interviewed specific social groups, which helped thinking on the matter. While reviewing the projects, it was concluded that only groups 4 and 5 could not deepen the research content, while group 2 did not create an efficient teaching material to be used by the Elementary School teachers.

Do firms face reputational penalties for committing environmental violations? This paper replicates the work of a previous empirical study to confirm the relationship between abnormal returns and legal penalties following the announcement of a violation. It then goes on to extend the study using more recent data to assess how reputational costs change over time. Across both sets of data, firms suffer abnormal stock price decreases following the announcement of an environmental crime. The size of prospective legal penalties is on average larger than the decrease in market value, indicating that investors base their reaction to violations off the present value of legal costs faced by the firm. Average abnormal returns decreased in size between the two studies, indicating that over time as investors started paying more attention to environmental responsibility, they became less surprised by new violations. The results of the studies taken together have public policy implications, indicating that at present investors face immediate penalties following a violation in the form of regulatory costs, but in the long term may also face reputational penalties due to increased investor attention to environmental performance.