O desenvolvimento da consciência ambiental no Brasil vem sendo pautado pelos princípios norteadores presentes nos fóruns ambientais mundiais e por seus desdobramentos institucionais através de legislações específicas, tais como o Plano Nacional de Educação Ambiental PNEA (1999) que prevê atribuições às modalidades formais e informais de ensino e os Parâmetros Curriculares Nacionais PCNs (1997) ao inserirem a proposta dos temas transversais, incluindo o meio ambiente, para os níveis fundamental e médio de educação. Mas, mesmo garantindo a penetração social do tema, a presença de legislações específicas tem se mostrado insuficiente para a clareza e efetivação da formação ambiental, o que pode ser observado nas pesquisas sobre o tema que se voltam ao diagnóstico de atitudes ecológicas em detrimento dos processos de aprendizagem. Tendo em vista a necessidade de explicar como ocorrem estes processos dentro da temática ambiental, esta pesquisa teve como objetivo geral dimensionar a consciência ambiental a partir de uma intervenção pedagógica dirigida, tendo por base a teoria da paisagem geográfica de Monteiro (2001) e os referenciais pedagógicos de Vigotski (2012, 2014) e Freire (2004). De forma complementar estabelecemos como objetivo específico produzir e testar a validade de uma proposta intencional de intervenção pedagógica para demonstrar a hipótese de que a abordagem sistêmica da paisagem geográfica (Monteiro, 2001) tem potencial na ampliação da consciência ambiental. O procedimento central da pesquisa caracterizou-se pela experimentação junto a dois grupos de jovens moradores nas proximidades das Áreas de Proteção Ambiental Capivari-Monos/SP e Bororé-Colônia, para os quais se diferenciou a abordagem dos conteúdos de ensino, sendo que um deles participou de aulas dentro da perspectiva sistêmica (MONTEIRO, 2001), e o outro teve os assuntos tratados de forma tópica, sem que fossem enfatizadas as relações entre os conteúdos. A mensuração da consciência ambiental foi realizada a partir de duas variáveis operacionais (VOLPATO, 2015), sendo a primeira qualitativa, avaliando a capacidade explicativa dos estudantes quanto aos fenômenos ambientais estudados, e a segunda, quantitativa, a partir da escala NEP (New Ecological Paradigm) (DUNLAP et al, 2000). A combinação de variáveis qualitativa e quantitativa revelou-se determinante para a maior precisão no dimensionamento da consciência ambiental, e identificação das causas associadas ao seu desenvolvimento dentro das proposições teóricometodológicas estabelecidas pela pesquisa. Outros resultados ficaram a cargo da demonstração de problemas quanto ao nível de alfabetização de jovens frequentadores do sistema público de ensino; da viabilidade de uma proposição curricular na temática ambiental a partir da teoria da paisagem; da diferenciação entre percepção e consciência ambiental; e da avaliação quanto à capacidade de mensuração da escala NEP dentro do estudo proposto. / The development of environmental awareness in Brazil has been guided by the principles present in the global environmental forums and by its effects through specific legislation, such as the National Environmental Education Plan (PNEA) (1999), which provides for attributions to formal and informal teaching and the National Curricular Parameters - PCNs (1997) by inserting the proposal of cross-cutting themes, including the environment, for the fundamental and medium levels of education. These actions guarantee the social penetration of the theme, however the presence of specific legislation has proved insufficient for the clarity and effectiveness of the environmental education, which can be observed in the researches on diagnostics of ecological attitudes to the detriment of the processes of learning. Considering the need to explain how these processes occur within the environmental theme, this research had the general objective to dimension environmental awareness through on a guided pedagogical intervention, based on Monteiro\'s (2001) geographical landscape theory and the pedagogical references of Vigotski (2012, 2014) and Freire (2004). In a complementary way, we established as a specific objective to produce and test the validity of an intentional model of pedagogical intervention to demonstrate the hypothesis that the systemic approach of the geographic landscape (Monteiro, 2001) has the potential to increase environmental awareness. The central procedure of the research was characterized by the experimentation with two groups of young residents near of the Capivari-Monos / SP and Bororé-Colônia Environmental Protection Areas, for which the approach to teaching contents was differentiated, one of which participated of classes within the systemic perspective (MONTEIRO, 2001), and the other had the subjects treated topically, without emphasizing the relations between contents. The measurement of environmental awareness was made using two operational variables (VOLPATO, 2015). The first one was qualitative, assessing the ability of students to explain the environmental phenomena studied, and the second, quantitative, from the NEP scale (New Ecological Paradigm) (DUNLAP et al, 2000). The combination of qualitative and quantitative variables was determinant for the greater precision in the dimensioning of environmental awareness, and identification of the causes associated with its development within the theoreticalmethodological propositions established by the research. We highlight other results as the demonstration of problems regarding the level of literacy of young people served by the public school system; the feasibility of a curricular proposition in the environmental theme from the landscape theory; the differentiation between perception and environmental awareness; and the evaluation of the measurement capacity of the NEP scale within the proposed study.

O desenvolvimento da consciência ambiental no Brasil vem sendo pautado pelos princípios norteadores presentes nos fóruns ambientais mundiais e por seus desdobramentos institucionais através de legislações específicas, tais como o Plano Nacional de Educação Ambiental PNEA (1999) que prevê atribuições às modalidades formais e informais de ensino e os Parâmetros Curriculares Nacionais PCNs (1997) ao inserirem a proposta dos temas transversais, incluindo o meio ambiente, para os níveis fundamental e médio de educação. Mas, mesmo garantindo a penetração social do tema, a presença de legislações específicas tem se mostrado insuficiente para a clareza e efetivação da formação ambiental, o que pode ser observado nas pesquisas sobre o tema que se voltam ao diagnóstico de atitudes ecológicas em detrimento dos processos de aprendizagem. Tendo em vista a necessidade de explicar como ocorrem estes processos dentro da temática ambiental, esta pesquisa teve como objetivo geral dimensionar a consciência ambiental a partir de uma intervenção pedagógica dirigida, tendo por base a teoria da paisagem geográfica de Monteiro (2001) e os referenciais pedagógicos de Vigotski (2012, 2014) e Freire (2004). De forma complementar estabelecemos como objetivo específico produzir e testar a validade de uma proposta intencional de intervenção pedagógica para demonstrar a hipótese de que a abordagem sistêmica da paisagem geográfica (Monteiro, 2001) tem potencial na ampliação da consciência ambiental. O procedimento central da pesquisa caracterizou-se pela experimentação junto a dois grupos de jovens moradores nas proximidades das Áreas de Proteção Ambiental Capivari-Monos/SP e Bororé-Colônia, para os quais se diferenciou a abordagem dos conteúdos de ensino, sendo que um deles participou de aulas dentro da perspectiva sistêmica (MONTEIRO, 2001), e o outro teve os assuntos tratados de forma tópica, sem que fossem enfatizadas as relações entre os conteúdos. A mensuração da consciência ambiental foi realizada a partir de duas variáveis operacionais (VOLPATO, 2015), sendo a primeira qualitativa, avaliando a capacidade explicativa dos estudantes quanto aos fenômenos ambientais estudados, e a segunda, quantitativa, a partir da escala NEP (New Ecological Paradigm) (DUNLAP et al, 2000). A combinação de variáveis qualitativa e quantitativa revelou-se determinante para a maior precisão no dimensionamento da consciência ambiental, e identificação das causas associadas ao seu desenvolvimento dentro das proposições teóricometodológicas estabelecidas pela pesquisa. Outros resultados ficaram a cargo da demonstração de problemas quanto ao nível de alfabetização de jovens frequentadores do sistema público de ensino; da viabilidade de uma proposição curricular na temática ambiental a partir da teoria da paisagem; da diferenciação entre percepção e consciência ambiental; e da avaliação quanto à capacidade de mensuração da escala NEP dentro do estudo proposto. / The development of environmental awareness in Brazil has been guided by the principles present in the global environmental forums and by its effects through specific legislation, such as the National Environmental Education Plan (PNEA) (1999), which provides for attributions to formal and informal teaching and the National Curricular Parameters - PCNs (1997) by inserting the proposal of cross-cutting themes, including the environment, for the fundamental and medium levels of education. These actions guarantee the social penetration of the theme, however the presence of specific legislation has proved insufficient for the clarity and effectiveness of the environmental education, which can be observed in the researches on diagnostics of ecological attitudes to the detriment of the processes of learning. Considering the need to explain how these processes occur within the environmental theme, this research had the general objective to dimension environmental awareness through on a guided pedagogical intervention, based on Monteiro\'s (2001) geographical landscape theory and the pedagogical references of Vigotski (2012, 2014) and Freire (2004). In a complementary way, we established as a specific objective to produce and test the validity of an intentional model of pedagogical intervention to demonstrate the hypothesis that the systemic approach of the geographic landscape (Monteiro, 2001) has the potential to increase environmental awareness. The central procedure of the research was characterized by the experimentation with two groups of young residents near of the Capivari-Monos / SP and Bororé-Colônia Environmental Protection Areas, for which the approach to teaching contents was differentiated, one of which participated of classes within the systemic perspective (MONTEIRO, 2001), and the other had the subjects treated topically, without emphasizing the relations between contents. The measurement of environmental awareness was made using two operational variables (VOLPATO, 2015). The first one was qualitative, assessing the ability of students to explain the environmental phenomena studied, and the second, quantitative, from the NEP scale (New Ecological Paradigm) (DUNLAP et al, 2000). The combination of qualitative and quantitative variables was determinant for the greater precision in the dimensioning of environmental awareness, and identification of the causes associated with its development within the theoreticalmethodological propositions established by the research. We highlight other results as the demonstration of problems regarding the level of literacy of young people served by the public school system; the feasibility of a curricular proposition in the environmental theme from the landscape theory; the differentiation between perception and environmental awareness; and the evaluation of the measurement capacity of the NEP scale within the proposed study.

This study renders the current frame of global climate change policies as a mirror of a new era, marked by surpass of the once absolute limits to growth towards humanity&rsquo / s management and optimization of natural processes of the planet. A total of 24 interviews were realized with Turkish governmental and non-governmental experts on climate change, after application of a two-staged environmental attitude and policy questionnaire. Critical discourse analysis of interviews was performed to elaborate the results of the attitude and policy tests. Results demonstrate an assigned core value for technology as a means to survive the foreseen ecological crisis besides the given role of technology as a means to economic development. The reign of the discourse of sustainable development in Turkish expert discourse is actualized through frames of technological progress and efficiency. Another dominant discourse is the one of national interests, which is discussed in the context of international politics of North-South conflict. The gap between the environmental attitudes of experts and their choices of policy responses and institutional practices is also discussed.

This thesis analyzes the environmental knowledge, attitudes and environmentally significant behaviors of the environmental professionals such as academicians and higher level of bureaucrats in Turkey. Additionally socio-demographic characteristics of target groups were measured to examine if environmental professionals having environmental knowledge and defending ecocentric or at least homocentric approaches do really reflect their attitudes and knowledge into actual behaviors or a paradox arises when actual behaviors are compared with expressed beliefs and attitudes. It was found that, socio-demographic characteristics such as gender, age and education were not show statistically significant difference at the respondents&rsquo / behavior. There only exist a positive relationship between education and environmental knowledge. Additionally, the data herein supports the theoretical assumption that, distinct professional groups have different environmental ethical approaches and different levels of environmental knowledge. Academicians have the highest consciousness level of environmental knowledge. Finally the most striking result is / although respondents have at least moderate level of environmental knowledge / there exist a statistically significant negative correlation between respondents&rsquo / environmental knowledge and their behavior.

This thesis focus on the New Ecological Paradigm (NEP) and its measurement instrument New Ecological Paradigm scale. Thesis introduces the New Ecological Paradigm as opposite type of thinking to the Human Exemptionalism Paradigm and provides historical context of the creation of the revised version of the New Ecological Paradigm scale. We carried out a secondary analysis of the data from survey about the European climate change policy acceptance conducted by Ščasný et al in year 2015. Thesis then examined the extent to which people from the Czech Republic, the Great Britain and the Poland endorse the New Ecological Paradigm and found out that the Czechs have the higher environmental concern than people from the Great Britain and the Poland. Furthermore, this thesis use Cronbach`s and factor analysis to discover, that the New ecological paradigm scale is internally consistent yet multidimensional instrument in case of the three surveyed countries. Regression analysis discovered that not only gender and age are significant socio-demographic predictors for the NEP results as income, education, size of municipality and current occupation are also relevant across the three surveyed countries. Lastly, regression analysis verified that the direct correlation between the general environmental values measured by the...