Esta pesquisa teve como objetivo principal investigar as atividades desenvolvidas no Projeto JovemPaz: construção intercultural da paz e da sustentabilidade, ocorrido em Osasco, São Paulo, e no Vale do Ribeira, entre os anos de 2002 e 2004. Esta pesquisa teve como objeto a análise do desenvolvimento de uma práxis de Educação Social no Projeto JovemPaz que se ancorou na Cultura e Educomunicação A nossa pesquisa abarcou o trabalho com as categorias de Ecopedagogia e Memória, incidindo suas investigações sobre as práticas de Leitura do Mundo desencadeadas na realização do Projeto JovemPaz. Nosso campo de pesquisa abrangeu o resgate das memórias dos participantes do Projeto de onde foram desencadeadas as análises das categorias de Memória e Leitura do Mundo. Essas categorias foram advindas dos estudos de ANTUNES (2000), FREIRE (1997) e PADILHA (2001). A partir desse objeto mais amplo, esperou-se poder refletir sobre a forma como a metodologia de ensino da Leitura do Mundo poderia ser contemplada na construção e interação propiciada pelo Projeto JovemPaz, possibilitando a fala e a escuta dos sujeitos envolvidos no Projeto, tendo em vista um estudo de suas trajetórias individuais e memórias construídas em torno do mesmo. Nossa metodologia de pesquisa foi qualitativa, constituída pela coleta dos depoimentos ressoantes advindos da pesquisa de ACCIOLY & SILVA (2005). Essa categoria de análise foi engendrada como reverberação dos fatos ocorridos nas vidas dos sujeitos entrevistados. Nossa pesquisa obteve como resultados a indicação de que, ao participar do Projeto JovemPaz, os cidadãos e cidadãs das diferentes localidades onde se realizou o projeto puderam ler sua realidade, registrar seu contorno na construção intercultural da paz e da sustentabilidade. / This research aimed to investigate the activities of the Project JovemPaz: building intercultural peace and sustainability, held in Osasco, São Paulo, and in the Ribeira Valley, between the years 2002 and 2004. Our research encompassed work with the categories of \"Ecopedagogy\" and \"Memory\", focusing his research on the practices of \"Reading the World\" triggered the completion of Project JovemPaz. Our field research covered the rescue of the memories of the participants of Project which were triggered analyzes the categories of Memory and Reading World. These categories were arising from studies of ANTUNES (2000), Freire (1997) and PADILHA (2001). From this broader object, was expected to be able to reflect on how the teaching methodology of \"Reading the World\" could be included in the construction and interaction provided by Project JovemPaz, allowing speech and listening of the subjects involved in the project, having seen in a study of their individual careers and memories built around it. Our research methodology was qualitative, consisting of the collection of \"testimonials resounding\" derived from research of ACCIOLY & SILVA (2005). This category of analysis was engendered as reverberation of the events in the lives of the individuals. Our research results obtained as an indication that, by participating in the Project JovemPaz, the citizens of the different localities where they held the project could \"read\" your reality, register your outline in building intercultural peace and sustainability. Accordingly, it was found that, in interpreting the world, these guys might know your reality, turning their gaze on their own communities.

Submitted by Marcio Emanuel Paixão Santos (marcio.santos@ucsal.br) on 2016-09-14T18:26:18Z No. of bitstreams: 1 Paulo Marco-UCSAL-Mestrado (3).pdf: 1602565 bytes, checksum: 814364e7ed084d64bb4bd2c4e5ff6b94 (MD5) / Approved for entry into archive by Maria Emília Carvalho Ribeiro (maria.ribeiro@ucsal.br) on 2016-09-16T20:29:40Z (GMT) No. of bitstreams: 1 Paulo Marco-UCSAL-Mestrado (3).pdf: 1602565 bytes, checksum: 814364e7ed084d64bb4bd2c4e5ff6b94 (MD5) / Made available in DSpace on 2016-09-16T20:29:40Z (GMT). No. of bitstreams: 1 Paulo Marco-UCSAL-Mestrado (3).pdf: 1602565 bytes, checksum: 814364e7ed084d64bb4bd2c4e5ff6b94 (MD5) Previous issue date: 2012-12-20 / Este estudo foi desenvolvido pautado na metodologia da pesquisa-ação para avaliar o projeto de educação ambiental no Colégio Municipal Maria Eleonora Cajahyba, no município de Jitaúna-BA, cujo o objetivo geral foi desenvolver o ensino/aprendizagem utilizado o cordel como instrumento da ecopedagogia e como objetivos específicos: Promover a socialização, por meio dos trabalhos em grupo; Proporcionar momentos de reflexão sobre a língua; Ampliar o vocabulário do aluno; Utilizar a poesia de cordel como recurso pedagógico para debater temas relacionados à educação escolar; Estimular a leitura, a escrita e a reescrita na produção e edição de folhetos de cordel; Contribuir para o resgate da literatura de cordel na perspectiva de transformá-la em veículo de comunicação de massa. Como se trata de um estudo com metodologia da pesquisa-ação com ênfase na ecopedagogia, possuindo como atores sociais coordenadores pedagógicos, professores, pesquisador e educandos, [...] Os resultados desta pesquisa demonstram a importância da Ecopedagogia no Currículo escolar do ensino fundamental e as suas contribuições para a formação continuada de indivíduos, e o uso do cordel como instrumento para a ecopedagogia contribuiu para a aquisição de novos conhecimentos sobre o meio ambiente e as formas de abordagens da temática no contexto educacional, bem como para a conscientização sobre a necessidade do uso racional dos recursos naturais e da formação do cidadão planetário. O estudo permite afirmar que há um avanço na formação, com reflexos na sala de aula e no ambiente social, ao oportunizarmos uma ampliação das discussões sobre a temática meio ambiente e seus aspectos pedagógicos, face à situação crítica que vivenciamos em nosso planeta. Os alunos todos da 5ª série do ensino Fundamental abordaram, de forma contextualizada através do cordel temas como lixo, poluição, desmatamento, fauna, flora, preservação ambiental e água, em um processo multidisciplinar. Diante dos resultados fica comprovada a hipótese da pesquisa sobre a efetividade da ecopedagogia com o uso do cordel como proposta para o ensino/aprendizagem. / This study is guided by the methodology of action research to assess the project in the College Hall Cajahyba Maria Eleonora, in the municipality of Jitaúna-BA. It has the head objective: To develop teaching / learning the string used as an instrument of eco-pedagogy. And the following objectives: To promote socialization through group work, provide moments of reflection on language, the vocabulary of the pupil larger, the poetry of use string as a pedagogical resource to discuss issues related to school education, encourage reading, writing and rewriting and editing in the production of leaflets twine; contribute to the rescue of string literature in view of transforming it into a vehicle of mass communication. Since this is a study with action research methodology with emphasis on eco-pedagogy, as social actors possessing educational coordinators, teachers, researchers and students. The results presented and discussed showing the importance of eco-pedagogy Curriculum in the Elementary School and their contributions to the continuing education of individuals, and use the string as a tool for eco-pedagogy contributed to the acquisition of new knowledge about the environment and the ways approaches the subject in the educational context, and to raise awareness about the need for rational use of natural resources and the formation of planetary citizen. According to the study that there is a breakthrough in training, reflected in the classroom and the social environment, the nurture an expansion of the discussions on the subject environment and its educational aspects, given the critical situation we experienced on our planet. Students of all 5th grade of elementary school approached, in context of the string through topics such as waste, pollution, deforestation, wildlife, flora, environmental preservation and water in a multidisciplinary process. Before the results are proved the hypothesis of the research on the effectiveness of eco-pedagogy using the string as proposed for the teaching / learning.

Esta pesquisa teve como objetivo principal investigar as atividades desenvolvidas no Projeto JovemPaz: construção intercultural da paz e da sustentabilidade, ocorrido em Osasco, São Paulo, e no Vale do Ribeira, entre os anos de 2002 e 2004. Esta pesquisa teve como objeto a análise do desenvolvimento de uma práxis de Educação Social no Projeto JovemPaz que se ancorou na Cultura e Educomunicação A nossa pesquisa abarcou o trabalho com as categorias de Ecopedagogia e Memória, incidindo suas investigações sobre as práticas de Leitura do Mundo desencadeadas na realização do Projeto JovemPaz. Nosso campo de pesquisa abrangeu o resgate das memórias dos participantes do Projeto de onde foram desencadeadas as análises das categorias de Memória e Leitura do Mundo. Essas categorias foram advindas dos estudos de ANTUNES (2000), FREIRE (1997) e PADILHA (2001). A partir desse objeto mais amplo, esperou-se poder refletir sobre a forma como a metodologia de ensino da Leitura do Mundo poderia ser contemplada na construção e interação propiciada pelo Projeto JovemPaz, possibilitando a fala e a escuta dos sujeitos envolvidos no Projeto, tendo em vista um estudo de suas trajetórias individuais e memórias construídas em torno do mesmo. Nossa metodologia de pesquisa foi qualitativa, constituída pela coleta dos depoimentos ressoantes advindos da pesquisa de ACCIOLY & SILVA (2005). Essa categoria de análise foi engendrada como reverberação dos fatos ocorridos nas vidas dos sujeitos entrevistados. Nossa pesquisa obteve como resultados a indicação de que, ao participar do Projeto JovemPaz, os cidadãos e cidadãs das diferentes localidades onde se realizou o projeto puderam ler sua realidade, registrar seu contorno na construção intercultural da paz e da sustentabilidade. / This research aimed to investigate the activities of the Project JovemPaz: building intercultural peace and sustainability, held in Osasco, São Paulo, and in the Ribeira Valley, between the years 2002 and 2004. Our research encompassed work with the categories of \"Ecopedagogy\" and \"Memory\", focusing his research on the practices of \"Reading the World\" triggered the completion of Project JovemPaz. Our field research covered the rescue of the memories of the participants of Project which were triggered analyzes the categories of Memory and Reading World. These categories were arising from studies of ANTUNES (2000), Freire (1997) and PADILHA (2001). From this broader object, was expected to be able to reflect on how the teaching methodology of \"Reading the World\" could be included in the construction and interaction provided by Project JovemPaz, allowing speech and listening of the subjects involved in the project, having seen in a study of their individual careers and memories built around it. Our research methodology was qualitative, consisting of the collection of \"testimonials resounding\" derived from research of ACCIOLY & SILVA (2005). This category of analysis was engendered as reverberation of the events in the lives of the individuals. Our research results obtained as an indication that, by participating in the Project JovemPaz, the citizens of the different localities where they held the project could \"read\" your reality, register your outline in building intercultural peace and sustainability. Accordingly, it was found that, in interpreting the world, these guys might know your reality, turning their gaze on their own communities.

This study adopts an experimental design to examine the use, in practice, of interactive computer simulations as educational tools. With the accelerated use of digital learning and the urgency of implementing sustainable development, the important role of interactive computer simulations is examined. While rooted in the digital humanities, the study focuses on ecopedagogy as a theoretical lens by which to assess critical learning. Drawing on previous research, ‘Shiny’ was used to develop a simple, interactive application consisting of a tool where users can calculate the cost and carbon emissions of energy production within a specific system. This application was used as part of a participatory experiment with 47 participants, and the data returned was analysed to examine its educational merit. The findings of the study indicate positive engagement with the simulation tool used, along with important lessons for further study.

In this essay, Parable of the Sower (1993) by Octavia E. Butler will be analyzed. The analysis investigates how the novel can enable discussions about empathy in the English as a Foreign Language (EFL) classroom. Empathy and its related notions are examined from an ecofeminist point of view in combination with research that investigates narrative empathy from a cognitive literary theory perspective. This essay does not advocate for specific ways of working with empathy but rather seeks to illustrate in what ways it could be discussed by students and to further encourage the development of their own thoughts on the matter. The findings show that the novel contains multiple aspects that can serve as a basis for discussions about empathy as well as working with climate change and gender perspectives in the EFL classroom.

Submitted by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-05T16:51:35Z No. of bitstreams: 1 FERNANDES_Alessandra_2013.pdf: 29212113 bytes, checksum: 8ad3e62a0da43ac7d5cb9740620c7dc3 (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-05T16:51:45Z (GMT) No. of bitstreams: 1 FERNANDES_Alessandra_2013.pdf: 29212113 bytes, checksum: 8ad3e62a0da43ac7d5cb9740620c7dc3 (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-05T16:51:52Z (GMT) No. of bitstreams: 1 FERNANDES_Alessandra_2013.pdf: 29212113 bytes, checksum: 8ad3e62a0da43ac7d5cb9740620c7dc3 (MD5) / Made available in DSpace on 2017-01-05T16:51:58Z (GMT). No. of bitstreams: 1 FERNANDES_Alessandra_2013.pdf: 29212113 bytes, checksum: 8ad3e62a0da43ac7d5cb9740620c7dc3 (MD5) Previous issue date: 2016-01-01 / Outra / Currently, public policy development adopted the idea of building a sustainable society. Thus, for the development of these policies, one can not disregard the relationship between man and nature that dictate what is possible in the face of what is desirable. In a sustainable society, progress must be seized by the quality of life and not for the pure material consumption. Being the focus of environmental concern of this new trend, environmental education is key to that sustainability is achieved. Public policies for environmental education should then guide for recognizing the fundamental ecological limitation of resources, without which no human activity can take place. Being eco-pedagogy a movement that aims to merge pedagogy and sustainability, which seeks to educate the sense and to the whole, then the environmental education projects adopted as public policy should be based on the concepts proposed by this aspect of EA focused on pedagogical practice that emphasizes learning with meaning, which arises from everyday situations and appreciates the sentiment, emotion and even spirituality in the educational process. It was in this perspective that the Strategic Project Ecological Child adopted by the State Government of São Paulo as public policy on environmental education and deployed in Forest Trough has been interpreted in this study. It was intended to examine the methodology and pedagogical Project from the target audiencechildren 8-10 years evaluating the use of ecopedagogy. / Atualmente, as políticas públicas de desenvolvimento adotaram a idéia da construção de uma sociedade sustentável. Assim, para a elaboração dessas políticas, não se pode desprezar as relações entre o homem e a natureza partindo do que é possível em face do que é desejável. Numa sociedade sustentável, o progresso deve ser focado também pela qualidade de vida e não somente pelo aumento do consumo. Sendo o ambiente o foco da preocupação dessa nova tendência, a educação ambiental (EA) é fundamental para que essa sustentabilidade seja atingida. As políticas públicas de educação ambiental devem então orientar para o reconhecimento da limitação ecológica fundamental dos recursos, sem os quais nenhuma atividade humana pode se realizar. Sendo a ecopedagogia um movimento que pretende fundir a pedagogia e a sustentabilidade, que busca educar pelo sentido e para o todo, então os projetos de educação ambiental adotados como políticas públicas devem tomar como base os conceitos propostos por essa vertente da EA voltada para prática pedagógica que enfatiza a aprendizagem com sentido, que surge de situações cotidianas e que valoriza o sentimento, a emoção e até mesmo a espiritualidade no processo educativo. Foi nessa perspectiva que o Projeto Estratégico Criança Ecológica adotado pelo Governo do Estado de São Paulo, no período de 2009 a 2011, como política pública de educação ambiental e implantado na Floresta de Bebedouro foi interpretado neste estudo. Pretendeu-se analisar a metodologia e a proposta pedagógica do Projeto, a partir do público alvo- crianças de 8 a 10 anos- avaliando o uso da ecopedagogia.

Working with an organization outside the public school system that was creating schoolyard gardens, I began to think about culture and cultivation inside and outside of schooling practices. The liveliness of the schoolyard gardens presented possibilities for enlivening educational discourses. With two participants I planted a container box schoolyard garden outside Lamoureux Hall, which houses the Faculty of Education. Utilizing aspects of place-based pedagogy, ecoliteracy, ecopedagogy and a metissage of a/r/tography, eco-art and writing as a method of inquiry, we tended the garden and dwelled upon ideas of nature, culture, and their intersection in a particular place. Our garden experiences left cyber footprints in virtual space as blog spots on a thesis blog site. The garden and the inquiry it generated outside,is brought back inside the education building as a Master's thesis. The garden grew in different and unpredictable ways due to intense construction on site, entwining the planter boxes with unseen variables.

Working with an organization outside the public school system that was creating schoolyard gardens, I began to think about culture and cultivation inside and outside of schooling practices. The liveliness of the schoolyard gardens presented possibilities for enlivening educational discourses. With two participants I planted a container box schoolyard garden outside Lamoureux Hall, which houses the Faculty of Education. Utilizing aspects of place-based pedagogy, ecoliteracy, ecopedagogy and a metissage of a/r/tography, eco-art and writing as a method of inquiry, we tended the garden and dwelled upon ideas of nature, culture, and their intersection in a particular place. Our garden experiences left cyber footprints in virtual space as blog spots on a thesis blog site. The garden and the inquiry it generated outside,is brought back inside the education building as a Master's thesis. The garden grew in different and unpredictable ways due to intense construction on site, entwining the planter boxes with unseen variables.

Working with an organization outside the public school system that was creating schoolyard gardens, I began to think about culture and cultivation inside and outside of schooling practices. The liveliness of the schoolyard gardens presented possibilities for enlivening educational discourses. With two participants I planted a container box schoolyard garden outside Lamoureux Hall, which houses the Faculty of Education. Utilizing aspects of place-based pedagogy, ecoliteracy, ecopedagogy and a metissage of a/r/tography, eco-art and writing as a method of inquiry, we tended the garden and dwelled upon ideas of nature, culture, and their intersection in a particular place. Our garden experiences left cyber footprints in virtual space as blog spots on a thesis blog site. The garden and the inquiry it generated outside,is brought back inside the education building as a Master's thesis. The garden grew in different and unpredictable ways due to intense construction on site, entwining the planter boxes with unseen variables.

Working with an organization outside the public school system that was creating schoolyard gardens, I began to think about culture and cultivation inside and outside of schooling practices. The liveliness of the schoolyard gardens presented possibilities for enlivening educational discourses. With two participants I planted a container box schoolyard garden outside Lamoureux Hall, which houses the Faculty of Education. Utilizing aspects of place-based pedagogy, ecoliteracy, ecopedagogy and a metissage of a/r/tography, eco-art and writing as a method of inquiry, we tended the garden and dwelled upon ideas of nature, culture, and their intersection in a particular place. Our garden experiences left cyber footprints in virtual space as blog spots on a thesis blog site. The garden and the inquiry it generated outside,is brought back inside the education building as a Master's thesis. The garden grew in different and unpredictable ways due to intense construction on site, entwining the planter boxes with unseen variables.