Orientador: Dalva Maria Bianchini Bonotto / Banca: Samuel de Souza Neto / Banca: Juliana Rink / Resumo: Nossa pesquisa se concentra na formação continuada de professores em Educação Ambiental (EA) e sua dimensão axiológica, tendo em vista que diversos autores que discutem a dimensão valorativa dentro da Educação Ambiental, indicam a complexidade da realização desse trabalho pelo professor. A partir do projeto de extensão universitária "Educação Ambiental e o trabalho com valores", voltado à formação continuada de professores e realizado de 2008 a 2016 na UNESP de Rio Claro, nos propusemos a compreender os sentidos construídos a seu respeito por sete professoras que dele participaram, discutindo os limites e possibilidades do mesmo. Nos enunciados das professoras, durante os diálogos que estabelecemos com cada uma delas, a formação se mostrou relevante, significando a aproximação com novas perspectivas teóricas, momentos de discussões coletivas e práticas variadas, e possibilitando uma reflexão sobre suas práticas pessoais habituais. A questão da separação ser humano-natureza apresentou-se como uma mudança significativa em suas compreensões sobre a questão ambiental. Em meio aos limites encontrados, identificamos o desafio do aprofundamento do aporte teórico, que exige tempo e não se esgota em uma única formação, e do trabalho com valores, que se apresentou nos enunciados como algo muito difícil, apesar da formação ter sido voltada a ele. O ambiente de trabalho coletivo, para a maioria das professoras, foi rememorado com um sentido altamente positivo de fator estimulador, tendo ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Our research focuses on the in-service teacher training in Environmental Education (EE) and its axiological dimension, since several authors who discuss the value dimension within Environmental Education, indicate the complexity of the accomplishment of this work by the teacher. Based on the University extension project "Environmental Education and Work with Values", aimed at the in-service teacher training and held from 2008 to 2016 at UNESP in Rio Claro, we set out to understand the meanings constructed by seven teachers participated, discussing the limits and possibilities of it. In the statements of the teachers, during the dialogues we established with each one, the training was relevant, meaning the approach with new theoretical perspectives, moments of collective discussions and varied practices, and allowing a reflection on their habitual personal practices. The issue of human-nature separation presented itself as a significant shift in their understanding of the environmental issue. Within the limits found, we identified the challenge of deepening the theoretical contribution, which requires time and is not exhausted in a single formation, and work with values, which presented itself in the statements as something very difficult, although the training was focused on he. The collective work environment for most teachers was remembered with a highly positive sense of stimulating factor, with dialogue and the exchange of experiences as central elements of the formation. The relationship built between the teachers participating in the project and the University environment was also highlighted as positive. Finally, it is fundamental to indicate the importance of the insertion of EE and work with the value dimension in the in-service teacher training, in view of the need to expand discussions, research and studies in this regard. These can collaborate ... (Complete abstract electronic access below) / Mestre

A dimensão ambiental faz parte do dia a dia de todos nós: pessoas comuns, das empresas, e do poder público em toda a parte do mundo. Discutir e compreender as questões ambientais é primordial, principalmente para entender a relação de troca entre o indivíduo com o ambiente. Diante de uma relação tão complexa e significativa como essa, promover a educação ambiental é uma necessidade urgente para a formação dos estudantes em todos os níveis de ensino e ambientes educacionais, seja ele formal, informal ou não formal. A partir desse contexto, o presente trabalho teve como objeto a análise da prática pedagógica adotada por uma instituição de ensino superior para identificar as potencialidades e dificuldades em promover a educação ambiental de forma contínua na dinâmica curricular de seus cursos de graduação. Para tanto, foi realizada uma pesquisa qualitativa junto aos alunos, professores e coordenadores dos cursos da instituição através da aplicação de questionários. Os questionários foram aplicados aos alunos pessoalmente. Os professores e coordenadores responderam aos questionários on line. O objetivo foi identificar a percepção ambiental dos alunos, professores e coordenadores, assim como as dificuldades que encontravam para discutir questões referentes ao meio ambiente. Foram analisados documentos como os Projetos Pedagógicos dos Cursos, para identificar a ocorrência de disciplinas com teor ambiental. O Plano de Desenvolvimento Institucional da faculdade foi analisado com o intuito de verificar a existência de harmonia entre a proposta formativa da instituição e as Diretrizes Curriculares Nacionais para a Educação Ambiental. Os resultados demonstraram a existência da abordagem da dimensão ambiental pelos cursos. Entretanto, existe uma necessidade de ampliação dessa abordagem no sentido de tratar o tema de forma transversal e não apenas através da oferta de um componente curricular ao longo de todo o curso, o que resulta num conhecimento fragmentado. Sendo assim, faz-se necessário um esforço coletivo para a superação dos embaraços e dificuldades que impedem que a educação ambiental seja promovida de maneira satisfatória, condição indispensável para a formação de um profissional-cidadão. / The environmental dimension is part of everyday life for all of us: ordinary people, corporations, and public authority all over the world. Discussing and comprehending environmental issues is crucial, especially in order to understand the relationship of exchange between the individual and the environment. Faced with such a complex and meaningful relationship, promoting environmental education is an urgent need for the training of students of all levels of education and educational environments, weather formal, informal or non-formal. From this context, the present work had as its object the analysis of the pedagogical practice adopted by an institution of higher education to identify the potentialities and difficulties in promoting environmental education in a continuous way in the curricular dynamics of its undergraduate courses. A qualitative research was carried out with the students, teachers and coordinators of the courses in the institution through the application of questionnaires. The questionnaires were applied to the students in person and online to the teachers and coordinators. The objective was to identify the environmental perception of students, teachers and coordinators, as well as the difficulties they encountered in discussing environmental issues. Documents such as the Pedagogical Projects of the Courses were analyzed to identify the existence of disciplines with environmental content. The Institutional Development Plan of the University was analyzed in order to verify the accordance between the training proposal of the institution and the National Curricular Guidelines for Environmental Education. The results demonstrated the existence of the environmental dimension approach by the courses. However, there is a need to extend this approach in order to address the issue in a transversal way and not only through the provision of a curricular component throughout the course, which results in fragmented knowledge. Therefore, a collective effort is necessary to overcome the obstacles and difficulties that prevent environmental education from being promoted in a satisfactory way, indispensable condition for the formation of a professional and citizen.

Orientador: Maria de Lourdes Spazziani / Banca: Maria de Lourdes Spazziani / Banca: Claudia Coelho Santos / Resumo: Este estudo concebe a Educação Ambiental como um elemento de transformação social contribuindo para o enfrentamento da crise socioambiental resultante da atual organização social da humanidade. Partindo desses pressupostos, consideramos relacionar dois aspectos que estão ligados ao trabalho educativo na educação escolar: a formação de professores e a Educação Ambiental. Neste sentido, tomamos referência do processo de formação inicial os estudantes dos cursos de licenciatura que atuam como bolsistas no Programa Institucional de Bolsa de Iniciação à Docência (PIBID) da Universidade Estadual Paulista (UNESP). Assim, este trabalho propõe identificar e compreender as ações socioambientais desenvolvidas nas escolas pelos bolsistas do programa PIBID. Para atingir o objetivo buscamos elementos da Educação Ambiental crítica e da Pedagogia Histórico Crítica. Como procedimentos de pesquisa utilizamos o recurso do questionário que possibilitou dados quantitativos e qualitativos, os dados qualitativos serão analisados com base na Análise de Conteúdo (BARDIN, 1977). Os dados obtidos possibilitaram compreender que 52% dos sujeitos participantes da pesquisa afirmaram desenvolver atividades sobre Educação Ambiental na atuação no programa. Identificamos que as diferentes concepções sobre Educação Ambiental e ações socioambientais apresentaram ser conservacionistas e, revelam fragilidades na formação inicial quanto à apropriação da Educação Ambiental crítica. Segundo os referenciais críticos d... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This study conceives of Environmental Education as an element of social transformation to face the socio-environmental crisis resulting from the current social organization of humanity. Starting from the assumptions, we consider to relate two aspects that are so related to the educational work in school education: a teacher training and an Environmental Education. In this sense, we have taken references to the initial training process of labor scholarship studies, such as the São Paulo State University (UNESP) Scholarship Initiation Program (PIBID). Thus, this work proposes to identify and visualize as socio-environmental actions developed in the schools by the PIBID scholarship recipients. For more information on the subject, click here for more information on the subject, please click here for more information on the subject. Get detailed and qualitative information, qualitative and physical data. Content Analysis (BARDIN, 1977). The data obtained enabled 52% of the subjects participating in the research on the activity of development of activities on Environmental Education to work without a program. We identified as different conceptualizations on Environmental education and social and environmental actions that presented conservatives and reveal weaknesses in the initial formation regarding the environment of Critical Environmental Education. According to the critical references of Environmental Education, conservationist conceptions reflect on the teacher's performance ... (Complete abstract click electronic access below) / Mestre

With an intention of opening a vantage point on the story of how curriculum is actually created, this study follows the recontextualising of the environmental discourse of the National Curriculum Statement (R-9) in three case sites. These are: Grade seven Department of Education training material developed to introduce educators to the NCS (R-9), Delta Environmental Centre an environmental education non-governmental organisation, a rural primary school situated south of Durban. Using elements of the Bernstein’s (1990) framework of pedagogic discourse, the study traces how the environmental discourse was de-located from the field of production and relocated into the pedagogic practice of each case. In trying to follow the continuity, changes and discontinuities in the official [environmental] discourse as it is recontextualised, the study utilises Bernstein’s conceptual constructs of selective appropriation and ideological transformation. These constructs of selective appropriation and ideological transformation enabled me to ‘look into’ each case and get a perspective of how to explain the recontextualising processes. The study acknowledged that discourses are shaped and steered by historical, political and economic realities and begins by tracing the genesis of the environmental discourse within formal curriculum policy in South Africa. This socio-historical review highlights the main factors and happenings that shaped the present curriculum discourse and its production as official policy discourse. The study highlighted that within each case the recontextualising story is unique but some clear patterns emerged as factors that impacted on recontextualising processes. These were the role of history and context, knowledge and experience of the discourse, ideology and emphasis, and the depth with which the discourse was engaged. The discussion of these factors gave valuable insights into the recontextualising of curriculum discourses. The study comments on the need to clarify the environmental focus in the Learning Areas and to actualise this into practice so that the discourse becomes an integral part of teaching, learning and assessment. The study also highlights the need for professional development opportunities that will enable educators to clarify the nature and focus of the environmental discourse in the NCS (R-9), and its articulation in Learning Area in context. In particular, the environment and social justice relationships appear to require greater clarity of focus and interpretation in recontextualising processes. There also appears to be a need to develop educators’ foundational knowledge of environmental issues to strengthen the recontextualising of this discourse.

This study documents the development of the Queenstown nature reserve as a cross-curricular tea~hing resource. Participants in the project included the researcher, the municipality nature conservation officer and the senior Geography and Biology teachers from five high schools in the town. A modified action research approach was adopted. Data was collected from workshops and interviews and then analyzed. The conclusion of the research was that the participants perceived that the project had been worthwhile and was to be continued. The nature reserve is now more widely and usefully used

The combined potential of two crucial factors in 1993, which afforded the promotion of socially just and ecologically sustainable ways of living, led to the instigation of this research project. The first was the imminence og our first democratic election; the second was the possible introduction of environmental education into formal education. In the light of these momentous shifts, it became apparent to me that teachers would have to radically transform their practices in order to play their part in transforming society from the dark days of apartheid into one of equity and harmony. The implications of these factors precipitated the falling into place of the rationale for my research: teachers had to look for professional development experiences which could facilitate the creation of alternative ways of thinking and doing. As a result, I approached a group of biology and geography teachers on the Cape Flats and, after protracted discussions, we decided to examine the potential of the urban environment for the teaching of ecology from the perspective of socially just and environmentally sustainable living. Out of this decision was born this study, which aimed at examining whether this process could, as a means to professional development, be a 'moment' in our journey to becoming transformative intellectuals. From this aim, the central research question emerged: Can emancipatory action research play a role in empowering teachers to become transformative intellectuals? The study consisted of five stages: - exploring the problem by reviewing the literature on the research problem; - the semi-structured interviews; - five workshops; - the 'sensing the urban environment' fieldtrip; and, - the various evaluation sessions. What we achieved during this research project, firstly, was a better understanding of our practices, which led us to seeing our roles as teachers differently and altered our pedagogical approaches. Secondly, this process developed the belief within ourselves that we, as teachers, can and should make a difference to the educational world in which we live. Lastly, this process laid the foundation for continued collaborative action by the participants. This process taught us that educational transformation is difficult and painful, and that present educational structures are not conducive to change. Nonetheless, in the historical context of this research, emancipatory action research was successful in giving us a consciousness-raising experience and closed the rhetoric-reality gap as we engaged in praxis (the practitioners developing and implementing their own curriculum). If we, as transformative intellectuals, are to engage in intellectual labour in the future, we are not only going to need to change our way of thinking and doing but will have to create an enabling infrastructure to realise this as well. We will, in addition, have to change the structures of the institutions in which we work in order to practise as transformative intellectuals.

Orientador: Osmar Cavassan / Banca: Angela Maria Zanon / Banca: Jandira Liria B. Talamoni / Resumo: Motivados pela "velha e atual" distorção teórico-metodológica do que seja a Educação Ambiental (EA) e em que aspectos a mesma se diferencia da Ecologia, buscamos evidenciar que essas duas áreas do conhecimento possuem distintas representações de um mesmo objeto, o ambiente. Consequentemente operam com modelos conceituais de ambiente e meio ambiente distintos, cada qual elaborado de acordo com o pressupostos epistemológicos de seus campos particulares de atuação. Nesse sentido, além de destacarmos a pluralidade conceitual existente em torno da terminologia ambiente, bem como os aspectos etimológicos e semânticos envolvidos, a presente dissertação objetivou identificar, por meio de questionário dissertativo, as representações internas (imagens, proposições e modelos mentais) elaboradas pelos estudantes do quarto ano integral de um Curso de Licenciatura em Ciências Biológicas da UNESP, campus de Bauru. Verificamos que de acordo com o contexto, os estudantes utilizam o modelo ambiental ou o modelo ecológico de meio ambiente. A utilização do primeiro foi mais frequente em situações de ensino, ao passo que, o modelo ecológico foi utilizado para conceituar ou definir o meio ambiente. Encontramos também conflitos conceituais entre os vocábulos natureza, meio ambiente e ecossistema, bem como o uso de proposições que definem a EA como uma área que se dedica às questões do meio ambiente humano (questões socioecológicas) / Abstract: Motivated by the 'old and current' lack of awareness about what is the Environemental Education and in what ways it differs from the Ecology, we seek to show that these two areasof knowledge have different representations of the same object, the environment. Consequently they work with different conceptual models, each one established in accordance with the epistemological assumptions of their particular fields of activity. In this sense, highlighting the conceptual diversity around the environement terminology, as well as the etymological and semantic aspects involved, this paper aimed to identify, through a questionnaire, the mental representations (images, propositions and mental models) developed by students of the a Biological Science Course at Unesp University, campus of Bauru. Thus, we find that according to the context, the students use the model environmental or ecological model of the environment. The first usage was more frequent in teaching situations, while the ecological model was used to conceptualize or define the environment. We find also conflict between the terms nature, environment and ecosystem, as well as the use of propositions that define the EA as an area that is dedicated to quetions of the human environment (socio-ecological questions) / Mestre

Orientador: Marília Freitas de Campos Tozoni-Reis / Coorientador: Jandira Líria Biscalquini Talamoni / Banca: José Claudinei Lombardi / Banca: Luciana Maria Lunardi Campos / Banca: Jorge Sobral da Silva Maia / Banca: Jose Roberto B. Giardinetto / Resumo: Este estudo concebe a educação ambiental a partir de uma matriz teórica que entende a educação como um elemento de transformação social contibuindo para o enfrentamento da degradação ambiental resultante do modo de produção capitalista. Partindo desses pressupostos considerou-se três aspectos que estão relacionados ao trabalho educativo na educação escolar: a formação de professores, a educação ambiental e a prática educativa como objeto de reflexões. MInha trajetória formativa como professor, pesquisador e educador ambiental da e na escola pública do Estado de São Paulo, configura-se como dados empíricos deste estudo, remetendo-os a uma reflexão crítica e dialética. Trata-se dos resultados de uma investigação no nível do doutorado, que estabelece como objeto de estudo a prática educativa do educador ambiental no âmbito escolar para contribuir no processo de formação e atuação da profissão docente, tendo como recorte a educação ambiental. Destaca-se, pois, a necessidade de refletir teoricamente sobre a prática de ser professor tendo como fonte de investigação a própria prática profissional, a minha própria prática. Ao torná-la como objeto de reflexão crítica, fundamentada pelo método materialista histórico-dialético, revelou-se a necessidade de refletir sobre a fundamentação teórico-metodológica na produção acadêmica relativa à educação ambiental e suas contradições. Na tentativa de seguir esta orientação metodológica para a formação do educador ambiental, defendo no estudo que a trajetória formativa concebida na perspectiva do professor como intelectual crítico e da pedagogia histórico-crítica cria possibilidades para que o professor, ao tornar a sua própria prática como objeto de reflexão crítica e dialética, desenvolva a autonomia por meio da apropriação, por ele, de... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This study conceives environmental education from a theoretical framework that understands education as an element of social transformation that contributes to face up to environmental degradation, a result of the capitalist mode of production. Assuming that, we've considered three aspects that are related to the educational work in shool: teacher's training, environmental education and the educational practice as an object of reflection. My formative path as a teacher, researcher and enviromental educator of an at public shools in the state of São Paulo, it's configured as the empirical data to this study, which are analyzed through a critical and dialectical reflexion. They are the results of a doctorate level research, which establishes as object of study the environmental educators' practice at shools, aiming to contribute to the training and action of the teachers, focusing on environmental education. We highlight, therefore, the need to reflect theoretically about the practice of being a teacher, having as research's source his/her own professional practice, my own practice. Taking it as an object of critical reflection, based on the dialectical and historical materialist method, we've noticed the need to reflect about the theoretical and methodological basis in academic research related to environmental education and its contradictions. Attempting to follow this methodological direction to the environmental educators training, I support, in this study that the formative path designed by the perspective of the teacher as a critical intellectual as well as by historical-critical pedagogy creates possibilites to the teacher to, talking this own practice as a critical and dialectical object of reflection, to develop and expand the autonomy through the appropriation, by herself, of a method that enables him/herself to comprehends the reality... (Complete abstract click electronic access below) / Doutor

Orientador: Jandira Liria Biscalquini Talamoni / Banca: Marilia Freitas de Campos Tozoni Reis / Banca: Carlos Frederico Bernardo Loureiro / Resumo: Da observação da diversidade de ações carregadas de diferentes ideologias que vêm sendo desenvolvidas como educação ambiental (EA) no ambiente escolar, o que inclui ações oferecidas por instituições externas ao contexto educacional, pertencentes aos setores privados de grande relevância no Brasil, emergiu a necessidade de análise dos objetivos e conseqüências das mesmas, sob as óticas da transformação - ou da manutenção - do modelo societário vigente. Assim, o objetivo de investigação e análise nesta dissertação foi a forma como se dá a inserção da Associação Brasileira do Agronegócio (ABAG) nas escolas públicas dos municípios de Dumont, Pradópolis, Jaboticabal e Rincão, por meio do Programa "Agronegócio na Escola" e de uma parceria daquela associação com uma usina sucroalcooleira que oferece visitas ao seu Centro de Educação Ambiental (CEA), aos escolares. Para a coleta de informações, foram realizadas visitas ao CEA, aplicados questionários e realizadas entrevistas com professores, secretários municipais de educação e/ou representantes das Secretarias Municipais de Educação (SMEs) daqueles municípios, bem como uma representante da ABAG de Ribeirão Preto, objetivando compreender como as ações que vêm sendo desenvolvidas mediante parcerias entre tais instituições interferem no trabalho docente e na educação pública, especialmente na EA e na inserção - sob ma dada perspectiva - no contexto escolar. O referencial téorico-metodológico adotado foi o Materialismo Histórico-Didático, ainda com apoio na triangulação de dados e na análise de conteúdo, visando apresentar com maior clareza os resultados das análises realizadas. Ficou constatado que a inserção de instituições externas - de tamanha relevância econômica e cultural na região amostrada - nas escolas públicos interfere no trabalho docente e no desenvolvimento de uma educação humanizadora para os estudantes... / Abstract: From observing the diversity of actions charged with different ideologies that have been developed as environmental education (Educação Ambiental - EA) at school environment, which includes actions offered by institutions outside the educational context, belonging to the private sectors of great economic relevance in Brazil, emerged the need too evaluate the goals and consequences of such, under the optical of the transformation - or maintenance - of the current corporate model. Thus, our investigative and analytical goal in this dissertation was to get to know is the insertion, in public shools from the cities of Dumont, Pradópolis, Jaboticabal e Rincão, of the Associação Brasileira do Agronegócio - ABAG (Brazilian Association of Agribusiness), through its program "Agronegócio na Escola (Agribusiness at school)" and the partnership o a sugarcane factory with the association, who offers visits to its Center of Environmental Education (Centro de Educação Ambiental - CEA), to the students. To collect information, we made visits, to the CEA, conducted surveys and interviewed teachers, municipal secretaries and/or representatives of the City Boards of Education (Secretarias Municipais de Educação - SMEs) of said cities, as well as a representative of ABAG of Ribeirão Preto, aiming to comprehend how the actions that have been developed in partnership between those two institutions interfere in the work of teachers and public education, specially EA and its insertion - under a given perspective - in the shool context. We adeopted as a theoretical-methodological reference the Materialism Historical-Dialectical, supported, still, by the triangulation and categorization of the data obtained to present more clearly our analysis. We found that the insertion of outside institutions - of such economic and cultural relevance in the area sampled - in the public schools, interferes in the work of teachers and in the development of a... / Mestre

Orientador: Osmar Cavassan / Banca: Angela Maria Zanon / Banca: Pedro Guilherme Rocha dos Reis / Banca: Renato Eugenio da Silva Diniz / Banca: Ana Maria de Andrade Caldeira / Abstract: This paper, which adopts the academic essay, sought, based on others and own reflections, to present, question and interweave, theoretical constituents that could justify the adoption of Cooperative Learning (CL) as an environmental educational practice. For this purpose, with the use of a qualitative research of interpretivist and constructivist nature, the following sub-themes were analyzed: the man-environment relationship, the concept of environment, the process of assigning meanings, the pedagogical practice, the constituent elements of environmental competency and the cooperative learning groups. It was from these reflections and the analysis of the premise that the CL provides more complex syntheses in regard to elements and/or situations that constitute the individual environment of subjects which reached to the following thesis: using Cooperative Learning as an educational practice in Science teaching and Environmental Education contributes to an expansion of the environment to foster teaching and learning processes of conceptual, procedural and attitudinal components of the environmental competence. Such expansion is due to the increase of the number of the meaningful elements that become part of the individual subjective world and as a result of the redefinitions of existing relations. / Resumo: Esse trabalho, que adota o ensaio como gênero de escrita, buscou, a partir de reflexões alheias e próprias, apresentar, problematizar e entrelaçar elementos teóricos que pudessem justificar a adoção da Aprendizagem Cooperativa (AC) como prática educativa ambiental. Para tanto, e fazendo uso de uma investigação qualitativa de caráter interpretativista e construcionista, analisou os seguintes subtemas: a relação homem - meio ambiente, o conceito de meio ambiente, o processo de atribuição de significados, a prática pedagógica, os elementos constituintes da competência ambiental, e os grupos de aprendizagem cooperativa. Foram a partir dessas reflexões e da análise da premissa de que a AC propicia sínteses mais complexas com relação aos elementos e/ou situações que compõem o meio ambiente individual dos sujeitos, que se chegou à seguinte tese: o uso da Aprendizagem Cooperativa como prática educativa no Ensino de Ciências e na Educação Ambiental contribui para a ampliação do meio ambiente por favorecer os processos de ensino e de aprendizagem dos componentes conceituais, procedimentais e atitudinais da competência ambiental. Essa ampliação ocorre em virtude do aumento do número de elementos significativos que passam a fazer parte do mundo subjetivo individual e em decorrência da ressignificação das relações já existentes. / Resumen: Este trabajo, que adopta el ensayo como género de escritura, buscó a partir de reflexiones propias y ajenas, presentar, problematizar y entretejer elementos teóricos que podrían justificar la adopción del Aprendizaje Cooperativo (AC) como práctica educativa ambiental. Para ello, y haciendo uso de una investigación cualitativa de carácter interpretativo y construccionista, examinó los siguientes subtemas: la relación hombre - medio ambiente, el concepto de medio ambiente, el proceso de asignación de significados, la práctica pedagógica, los elementos constitutivos de la competencia ambiental, y los grupos de aprendizaje cooperativo. Fue a partir de estas reflexiones y desde el análisis de la premisa de que el Aprenidzaje Cooperativo proporciona síntesis más complejas con respecto a los elementos y/o situaciones que constituyen el medio ambiente individual de los sujetos, que se ha llegado a la siguiente tesis: el uso del Aprendizaje Cooperativo como práctica educativa en la Enseñanza de las Ciencias y en la Educación Ambiental contribuye a la ampliación del medio ambiente, ya que favorece los procesos de enseñanza y aprendizaje de los componentes conceptuales, procedimentales y actitudinales de la competencia ambiental. Esta ampliación se da debido al aumento en el número de elementos significativos que vienen a formar parte del mundo subjetivo individual y en consecuencia de la resignificación de las relaciones ya existentes. / Doutor