The aim of my research was to introduce drama, in the form of theatre for development processes, to local Grahamstown Primary School teachers, and to work closely with one teacher to explore theatre for development in the classroom, as a means of introducing both environmental education and learner-centred, constructivist teaching methodologies. I started my research by interviewing Primary School principals as well as sending out questionnaires to teachers, to survey their understanding and practice of drama and environmental education in the school curriculum and to invite them to participate in the research project. In collaboration with Educational Drama and Theatre students, I developed two workshops to introduce theatre for development processes such as image theatre and role-play to the teachers. Nine teachers attended this workshop which was video-taped. After the workshop I gave two lessons at a local school, in partnership with a teacher. Throughout this process I kept a research journal. All action components of the research were followed up with individual interviews, group discussions and a focus group. Although the study gave rise to multiple themes, I chose to highlight two: Firstly, Curriculum 2005 advocates a move towards more learner-centred,constructivist and process-orientated pedagogies. All of the participants in this study, including myself, had intentions of adopting a new approach tq education and teaching but found that we often reverted back to earlier learnt roles of product-orientated, text-based, authoritarian approaches to education which we originally had rejected. Secondly, I reflect on how we set out viewing environmental education, education, drama and research as a process and yet all the participants, including myself, continually tried to 'put on' the perfect performance in the form of a drama, a learning experience and research. This project was a participatory research project. The textwork of the research reflects a post-structural orientation. It has been written in the form of a drama to represent the many voices of the participants, but also to question the role of research in society and make research more accessible to non-academic readers. I also intend to perform the research process at a later stage.

Orientador: Dalva Maria Bianchini Bonotto / Banca: Maria Bernandete Sarti da Silva Carvalho / Banca: Valdemir Miotello / Resumo: Este trabalho de pesquisa surge da consideração da Educação Ambiental como possibilidade de subversão ou resistência à lógica utilitarista e racionalista que prevalecem na estrutura da sociedade e, em consequência nos espaços de educação formal. Neste encontram-se reflexões, a partir de análises que realizei, acerca da predisposição à universalização e/ou ao relativismo que possa estar presente nas práticas pedagógicas envolvendo o trabalho com valores no campo da Educação Ambiental. Apresento a relevância do conhecimento a respeito da questão, além da responsabilidade e do compromisso do educador e da sociedade, necessários para possibilitar a construção de novos sentidos relativos aos valores assumidos coletivamente, com relação à questão ambiental. No entanto, tal construção deve se dar de forma a garantir a autonomia dos sujeitos e, ao mesmo tempo, impedir que tais valores justifiquem injustiças, dificultando o encontro com a alteridade. Discuto o quanto as práticas pedagógicas podem predispor à universalização e/ou ao relativismo com relação aos valores trabalhados em Educação Ambiental, por meio da análise dialógica, que utiliza Bakhtin como referencial metodológico. Foram observadas práticas pedagógicas de professores do ensino médio e último ano do ensino fundamental, que propuseram-se a elaborar e desenvolver, junto aos (às) estudantes com os (as) quais trabalham, atividades envolvendo valores e a temática ambiental. Os sentidos construídos a partir deste trabalho de pesquisa apontam para necessidade de valorização dos encontros, em sua singularidade, no ambiente escolar, como possibilidade de quebra tanto dos riscos de universalização como de relativismo durante o trabalho com valores nas práticas de Educação Ambiental. Isso pode contribuir para a formação de um sujeito livre e comprometido, o qual saberá ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research comes from the consideration of the Environmental Education as a possibility of subversion or resistance against the rationalist and utilitarian logic that prevails in the society structure and as consequence in the formal Education spaces. This work brings reflections from analysis I have performed about universalization and/or relativism predisposition that is probably present in the pedagogic practices involving the work with values in the Environmental Education field. I present the relevance of the knowledge upon this matter, besides the educator and society's responsibility and accomplishment, necessaries to the construction of new meanings relative to the collectively assumed values, related to the environmental question. However, such construction must happens in a way that it guarantees the subjects' autonomy and, at the same time, preventing that such values justify injustices, making the meeting with otherness difficult. I discuss, through the dialogical analysis - based on Bakhtin's methodology -, how much the pedagogical practices may predispose the Environmental Education values to universalization and/or relativism. Pedagogical practices of late middle school and high school teachers, who accepted elaborate and develop activities involving environmental values and themes with their students, were observed. The achieved meanings through this research indicate the necessity of the valorization of the meetings, in their singularity, in the school environment, as a possibility to overcome both universalization and relativism during the work with values in the Environmental Education practices. This may contributes towards the formation of a free and engaged subject, who will know how to act in each singular moment, participating in the construction of meanings to reality, existing as an ethical subject. His freedom will not prevent him to ... (Complete abstract electronic access below) / Mestre

This project aimed at helping second grade children gain environmental sensitivity and awareness by infusing the existing English Language Arts curriculum with environmental activities. The purpose is to demonstrate how one can infuse the California state's mandated curriculum, Houghton Mifflin, with children's literature in order to promote environmental sensitivity and awareness.

Orientador: Dalva Maria Bianchini Bonotto / Banca: Luiz Marcelo de Carvalho / Banca: Isabel Gomes Rodrigues Martins / Resumo: Compreendendo um contexto de crise e as profundas alterações na relação sociedade-natureza, neste trabalho apontamos a Educação Ambiental (EA) como a contribuição da educação para a necessária transformação desta relação. Consideramos que as práticas de EA devem envolver três dimensões: conhecimentos, valores éticos/estéticos e participação política. Voltando nossa análise ao conteúdo valorativo da EA, reconhecemos a necessidade de atentar e refletir sobre os valores que regem a relação sociedade-natureza, apontando para o resgate e/ou um trabalho com novos valores. Entendemos que a construção de valores, através de um trabalho explícito, intencional e sistemático, pode proporcionar a formação de cidadãos aptos para conviver e fazer escolhas levando em conta os níveis pessoal e coletivo de vida. Também consideramos que o trabalho com valores envolve diferentes dimensões: cognitiva, afetiva e de ação. Para isso apoiamo-nos no importante papel do diálogo e das enunciações na aprendizagem e formação humana, bem como para a produção de sentidos. A partir dessas considerações, buscamos investigar, sob uma abordagem qualitativa, as práticas de professores de Ensino Fundamental II, participantes de um curso de formação continuada, voltado à EA e ao trabalho com valores. Nestas práticas procuramos identificar, através dos diálogos e enunciações empreendidas entre professor e alunos, os valores que foram enunciados, a forma de abordagem utilizada e alguns dos sentidos produzidos nestas práticas. A análise das práticas realizou-se através dos mapas de eventos e episódios de ensino de três professoras: de Ciências, Matemática e Língua Portuguesa. Os assuntos explorados por cada uma delas são distintos e trabalham a temática ambiental e seu conteúdo valorativo sob diferentes... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: In the presence of a crisis context and the intense modification in the relationship between society and nature, in this paper we pointed out the role of environmental education (EE) as the contribution of education to the necessary transformation of this relationship. We believe that the practice of EE should involve three dimensions: knowledge, ethical/aesthetic values and political participation. Focusing our analysis on the evaluative content of the EE, we recognize the need to look and reflect on the values that govern the relationship between society and nature, pointing to the rescue and/or work with new values. We understand that the values construction, through an explicit, intentional and systematic work, can provide the formation of citizens able to live and make choices taking into account the levels of personal and collective life. We also believe that working with values involves different dimensions: cognitive, affective and action. For this we rely on the important role of dialog and utterances in learning and human development, as well as for the meaning makings. From these considerations, we investigate, in a qualitative approach, the practices of teachers of elementary school, participating in a continuing education course, directed to EE and working with values. Tried to identify these practices, through the dialog undertaken between teacher and students, the values that were set out, the form of approach used and some meanings produced in these practices. Practices were analyzed through the maps of events and episodes of teaching of three teachers: Science, Mathematics and Portuguese teachers. The subjects explored by each of them are distinct and work the environmental issue and its contents under different evaluative approaches. We found in practice. We found in the practices an explicit work with values, ... (Complete abstract click electronic access below) / Mestre

Orientador: Carolina Buso Dornfeld / Coorientador: Elizete Aparecida Checon de Freitas Lima / Banca: Ana Carolina Biscalquini Talamoni / Banca: Sérgio Luís de Carvalho / Resumo: Considerando o histórico de perda de biodiversidade enfrentado pelo Brasil, a existência de políticas públicas acerca da Educação Ambiental (EA) brasileira, e reconhecendo o potencial educativo de espaços não formais de ensino como as Unidades de Conservação (UCs), a presente pesquisa tem por objetivo investigar quais ações de Educação Ambiental estão sendo desenvolvidas em três Unidades de Conservação do Oeste Paulista. Para tanto, foram definidos os seguintes objetivos específicos de pesquisa: analisar os Programas de Educação Ambiental contidos nos Planos de Manejo do Parque Estadual do Aguapeí, Parque Estadual do Rio do Peixe e no Parque Estadual do Morro do Diabo, localizados na região Oeste do estado de São Paulo, descrever o histórico de implementação das ações em Educação Ambiental nas três UCs citadas e caracterizar tais ações. A pesquisa é de natureza qualitativa exploratória, com análise documental dos Planos de Manejo das unidades e realização de entrevistas com seus gestores. A pesquisa documental consistiu em analisar especificamente o que diz respeito à Educação Ambiental nos planos, tendo como referência para análise, a legislação brasileira sobre o tema. Os resultados obtidos demonstram a comum preocupação da equipe gestora com o desenvolvimento de ações em Educação Ambiental que contribuam na gestão dos parques e alcancem os objetivos de conservação ambiental da UC. Embora os documentos analisados não tragam um aprofundamento sobre as atividades mencionadas... / Abstract: Considering the history of biodiversity loss faced by Brazil, the existence of public policies about Brazilian Environmental Education (EE), and recognizing the educational potential of non-formal teaching spaces such as Protected Areas (PA) this work's goal is investigate how the actions in Environmental Education are being developed in three Protected Areas of the West of the State of São Paulo. For this purpose, the specifics objectives were defined: to analyze the Environmental Education Programs contained in the Management Plans of Aguapeí Protected Area (APA), Rio do Peixe Protected Area (RPPA) and Morro do Diabo Protected Area (MDPA), located in the west region of the state of São Paulo; describe the history of implementation of the actions in Environmental Education in the three PAs mentioned and characterize such actions. The research is qualitative exploratory, with documentary analysis of the Management Plans of the PAs and conducting interviews with their managers. The documentary research consisted of analyzing specifically what is related to Environmental Education in the Plans, having as reference for analysis, Brazilian legislation about the EE. The results obtained demonstrate the common concern of the managers with the development of actions in Environmental Education that contribute to the management of the areas and reach the environmental conservation objectives of the PA. Although the documents analyzed do not bring a deepening about the mentioned ... / Mestre

Orientador: Dalva Maria Bianchini Bonotto / Banca: Maria Bernadete Sarti da Silva Carvalho / Banca: Hylio Lagana Fernandes / Resumo: A sociedade contemporânea vem enfrentando vários problemas que assolam o planeta em nível global. Dessa forma, o trabalho com educação ambiental deve ser crítico e promover a compreensão da inter-relação entre as esferas econômicas, políticas, sociais e ecológicas da sociedade. Pensando nos problemas ambientais e tendo como base o modelo de Carvalho (2006), acreditamos que a fotografia poderia ser articulada a esse modelo e servir como uma possibilidade de discutir a educação ambiental crítica, podendo ela, contribuir para a formação do sujeito autônomo, emancipado e crítico. Ela é um elemento de grande potencial educativo, capaz de fazer os alunos se interessarem pelas questões ambientais, podendo levar a re-sensibilização do sujeito; a construção de novos valores; constituindo, assim, uma possibilidade transformadora da existência de cidadãos mais preocupados com a sociedade e a natureza. No entanto, para que essa articulação se dê de forma crítica é preciso também saber ler a imagem fotografia (nos alfabetizar visualmente), pois as fotos não são neutras. Elas são produzidas com interesses políticos, mercadológicos, ou ideológicos e só sabendo ler criticamente conseguiremos transformar o que pareceria óbvio e simples em inúmeras possibilidades de interpretações. Nesse sentido, essa pesquisa buscou fazer uma reflexão sobre as fotografias, envolvendo a relação ser humano-natureza presentes nos Cadernos de Ciências da Secretaria da Educação do Estado de São Paulo em 2018. Anal... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Contemporary society has been facing various problems that plague the planet at the global level. In this way, work with environmental education should be critical and promote an understanding of the interrelationship between the economic, political, social and ecological spheres of society. Thinking about environmental problems and based on the model of Carvalho (2006), we believe that photography could be articulated to this model and serve as a possibility to discuss critical environmental education, which can contribute to the formation of the autonomous, emancipated and critical subject. The photography is an element of great educational potential, capable of making the students interested in environmental issues, which can lead to re-sensitization of the subject; the construction of new values; thus constituting a transformative possibility of the existence of citizens who are more concerned with society and nature. However, for this articulation to occur critically, we must also know how to read the photographic image (to teach us visually literate), since the photos are not neutral. They are produced with political, market, or ideological interests and only if we read critically can we transform what would seem obvious and simple in countless possibilities of interpretations. In this meaning, this research pretend to reflect on the photographs, involving the human-nature relationship present in the Science Notebooks of the state of São Paulo's secretariat of education... (Complete abstract click electronic access below) / Mestre

In this thesis, it is argued that the fundamental goal of education is one of equipping individuals to partake of the good life as members of a just democratic society. It is argued further that a necessary condition for the realisation of this goal is that individuals are equipped to think well; more precisely, to make decisions on the basis of arguments that are both logically cogent (that is, which have true premises and which are either inductively strong or deductively valid) and ethically grounded (that is, with premises which express appropriate regard for the welfare of others). The concern of the thesis is the role education might play in fostering both the capability and the readiness to engage widely in such thinking. Although this concern has a long and complex history within the Western tradition, insufficient educational progress has been made. It is suggested that progress has been hampered on the one hand by the stark disciplinary divide between the descriptive approach of psychology and the normative stance of philosophy; and on the other, by a failure on the part of educational programme developers to take into account the constraints of prevailing educational structures. It is argued that what is needed is a new model of interdisciplinary research.

This thesis is a study of outdoor education, in the deliberative tradition of curriculum inquiry. It examines the intentional generation and distribution of knowledge, beliefs, and attitudes through organised outdoor activities, both as a research interest, and as a critical perspective on outdoor education discourse. Eight separate but interrelated research projects, originally published in 11 refereed journal articles, develop and defend the thesis statement: The problem of determining what, if any, forms of outdoor experience should be educational priorities, and how those experiences should be distributed in communities and geographically – that is who goes where and does what – is inherently situational. The persistence of a universalist outdoor education discourse that fails to acknowledge or adequately account for social and geographic circumstances points to serious flaws in outdoor education research and theory, and impedes the development of more defensible outdoor education practices. The introduction explains how the eight projects cohere, and illustrates how they may be linked using the example of militaristic thinking in outdoor safety standards. Chapters 1 and 2 defend and elaborate a situationist approach to outdoor education, using the examples of outdoor education in Victoria (Australia), and universalist approaches to outdoor education in textbooks respectively. Chapters 3 and 4 expand on some epistemological implications of the thesis and examine, respectively, the cultural dimensions of outdoor experience, and the epistemology and ontology of local natural history. Chapters 5 and 6 apply a situationist epistemology to personal development based outdoor education. Traditions of outdoor education that draw on person-centred rather than situation-sensitive theories of behaviour are examined and critiqued. Alternatives to person-centred theories of outdoor education are discussed. Chapters 7 and 8 use situationist outdoor education to provide a critical reading of nature-based tourism. Chapters 9, 10, and 11 return to the theme of safety in the introduction and Chapter 1, and examine the safety implications of a situationist epistemology. Closing comments briefly draw together the conclusions of all of the chapters, and offer some directions for future outdoor education research.

Walks organised at the community or 'grass roots' level both in Australia and internationally have been organised as a means to highlight environmental and social issues to the wider community. This thesis focuses on a coastal walk from Melbourne to Sydney during November 1993 to March 1994 called CoastWalk which was organised as part of the Australian Conservation Foundation's 'Coasts in Crisis' campaign. The Walk aimed to highlight environmental management problems specific to the coastal zone at both local and national levels using mass media, information evenings and targeting groups within local communities. Using a case study approach to the methodology, combined with principles from both social (interpretive) and empirical methods, this study involved determining the impact of CoastWalk, i.e. whether it changed individuals at the levels of awareness, understanding or action. The scope of the study does not include a detailed analysis of the communities themselves, nor does it explore the psychological aspects of individual and social change. It was found that the mass media aspect of the CoastWalk campaign created a short term awareness of the need to have concern for coastal management issues in those who did not participate in the Walk. For those who did participate, the impact was deeper and profound, changing individuals understanding and actions towards coastal management and translating into other areas of their lives. The impact of the Walk on local community groups who supported the Walk was negligible and it was determined that CoastWalk did not meet their needs. Community involvement in environmental management or campaigning equates to long term ownership and responsibility being taken for those issues. However, neither community nor government intervention in environmental management alone can resolve these issues successfully. This thesis argues that a combined approach from both community and government organisations is required - but as exemplified by CoastWalk, the success of this approach requires equality in communication and co-operation. As other environmental awareness walks have occurred, it is evident that they are perceived as worthy events by the community, and that there is potential for them to occur again in the future. It is therefore essential for an evaluation to occur of the techniques used to achieve their environmental education aims. Thus, the learning from previous Walks can be built into future Walks enhancing their success.

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on November 29, 2007) Vita. Includes bibliographical references.