This thesis focuses on linking environmental education and the teaching of physics in elementary school. Describes the theory of environmental education and access RVP, discusses the different types of textbooks and evaluated in terms of environmental education. It also suggests the physical component of environmental projects for different school years of primary school and describes their implementation. Finally, information on pupils attitudes to link environmental education and physics through a questionnaire survey and draw conclusions and recommendations for better coordination of these topics.

Made available in DSpace on 2016-01-13T13:27:28Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-03-31. Added 1 bitstream(s) on 2016-01-13T13:32:53Z : No. of bitstreams: 1 000848781.pdf: 1813428 bytes, checksum: 12a0bac51cff8f0872497ba522e88ddb (MD5) / 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... / 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...

Made available in DSpace on 2014-06-11T19:26:11Z (GMT). No. of bitstreams: 0 Previous issue date: 2003-12-15Bitstream added on 2014-06-13T19:13:08Z : No. of bitstreams: 1 rodrigues_bepf_me_rcla.pdf: 2623030 bytes, checksum: 0097d43df8e427320325e1241852643a (MD5) / A proposta desta pesquisa constituiu-se no estudo dos impactos urbanos verificados na bacia do Córrego das Almas em Pouso Alegre (MG), tendo como enfoque o meio físico, a legislação ambiental em vigor e a educação comunitária. Para a identificação e análise dos impactos urbanos no meio físico da bacia, primeiramente, fez-se um levantamento bibliográfico referente à legislação ambiental (nas três esferas governamentais) e à classificação de impactos ambientais adotada no Estado de Minas Gerais, além de trabalhos de campo. Esta etapa forneceu subsídios para a elaboração e realização do programa de educação ambiental na Escola Dom Otávio. Este programa foi adaptado do Diagnóstico Rural Rápido, cujo princípio é a participação da comunidade local na diagnose da área de pesquisa. Com três módulos de trabalho, as educadoras desenvolveram a partir da percepção ambiental e embasamento teórico uma análise crítica do entorno da escola (considerando-o como bacia hidrográfica) e elaboraram um projeto de educação ambiental para a escola. Destacam-se como resultados principais desta pesquisa: a coletânea da legislação ambiental vigente, o histórico do uso e ocupação do solo na bacia do Córrego das Almas, o levantamento dos impactos do meio físico da bacia, os instrumentos didáticos elaborados na presente pesquisa (ficha de campo, mapa da área com base topográfica, fotos aéreas e matriz avaliativa), o programa de educação ambiental (P.E.A.) para a Escola e o projeto apresentado pelas professoras participantes do P.E.A. / The purposal of this reserch constitued by the study of the urban impacts verified at the Almas stream hidrographic basin in Pouso Alegre (MG), having as the main target the physical environment, the environment laws and the community education. For the identification and analysys of the urban impacts in the physical environment of the basin, was done a bibliographic research to the environment laws and to the classification of the environmental urban impacts adapted at the Minas Gerais state, besides field works. This phase has given subsides to the elaboration and realization of the environment educational program at Dom Otávio School. This program was adapted from the Diagnóstico Rápido Rural, which the principle is the participation of the local community in the research area diagnosis. Whith three blocks of work, the teachers developed starting from the environment perception and theoric embasement, a critical analysys surrounding the school (considering it a hydrographic basin) and elaborated a project of environment education to the school. Pointed out as the main results to this research: the collection of the nowadays environment laws, the historic of the use and occupation of the soil at the basin in the Almas stream, the analysys of the impacts at the physical environment in the basin, the didatic instruments created in this research (camp form, area map with topographic base, air photos, evaluative matrix), the program of environment education to the school and the project presented by the teachers.

Made available in DSpace on 2014-06-11T19:31:30Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-12-21Bitstream added on 2014-06-13T19:20:36Z : No. of bitstreams: 1 guimaraes_ssm_dr_arafcl.pdf: 1889725 bytes, checksum: e11f1322e4c1152e584340bc86d19994 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A humanidade vive hoje uma crise ambiental sem precedentes. Fundamentado na teoria da complexidade, esse trabalho apresenta a crise - Krísis (termo grego que significa decisão) como um momento no qual decisão e incerteza são interdependentes. Apresenta a Educação Ambiental como um saber para superar a crise, e como uma reflexão possível para a construção de um saber ambiental consistente na formação dos professores de Biologia. Um saber que, entre outras coisas, possa assentar a educação e a sociedade sobre novas bases epistemológicas, impulsionando novos pontos de vistas e estratégias na convergência educação e ambiente. A partir desses pressupostos teóricos esse trabalho procurou identificar as ideias dos professores de Biologia do município de Piracicaba e dos alunos concluintes de um Curso de Ciências Biológicas do município sobre educação ambiental e entender como a universidade contribui para formação desses professores em relação à essa temática. Os resultados indicam que o professor de Biologia ainda necessita de uma formação mais crítica em relação à educação ambiental, e que, numa perspectiva complexa, essa formação necessita ser tratada de forma mais rigorosa no Curso de Biologia pesquisado para que os profissionais formados possam atuar efetivamente na formação cidadã para uma sociedade mais sustentável. / The Humanity lives today an unprecedented environmental crisis. Based on complexity theory, this paper presents the crisis - Kris (Greek term that means the decision) as a time when the decision and uncertainty are interdependent. The paper presents an environmental education as knowledge to overcome the crisis, and as a possible reflection to build a consistent environmental knowledge in the biology teachers training. That knowledge, among other things, can be based on new epistemological bases of education and society, triggering new views and strategies in the convergence of education and environment. From these theoretical presuppositions that thesis sought to identify the biology teachers and graduating Biological Sciences students ideas, in Piracicaba, about an environmental education and understand how the university contributes to teachers training related to this theme. The results indicate that the biology teacher still needs critical training of the environmental education, and that in a complex perspective, this training needs to be treated stricter in the researched Biology Course, just like that trained professionals can effectively work in civic education in order to have a more sustainable society.

Made available in DSpace on 2014-06-11T19:31:41Z (GMT). No. of bitstreams: 0 Previous issue date: 2013-02-28Bitstream added on 2014-06-13T20:22:44Z : No. of bitstreams: 1 teixeira_la_dr_bauru.pdf: 1502361 bytes, checksum: 0908612afba8cbd36b591ca1ead1bb4e (MD5) / 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... / 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)

Made available in DSpace on 2014-06-11T19:33:18Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-10-20Bitstream added on 2014-06-13T20:04:58Z : No. of bitstreams: 1 nascimento_mls_dr_rcla.pdf: 2786679 bytes, checksum: db97a7480bf65788c421d7c4624f6b35 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / No estudo apresentado, buscou-se compreender o sistema de gestão dos resíduos sólidos urbanos de Guaratinguetá, com suas implicações econômicas, sociais e ambientais e apresentar uma proposta para a utilização da área do antigo lixão, após a desativação e saneamento do local. Desta forma, o Parque Ambiental Santa Luzia, por meio de sua estrutura pedagógica, fundamentada na abordagem sistêmica, percepção e educação ambiental inclusiva, tornou-se um excelente recurso didático para atividades de educação ambiental. O jardim dos sentidos propicia a sensibilização através da percepção dos sentidos. A infra-estrutura de esporte e lazer tornou-se um ponto de referência topofílica, principalmente, para os moradores do bairro Santa Luzia e bairros adjacentes. O Centro Sensorial, através da reciclagem artesanal de papel, respeitando a individualidade e habilidade de seus integrantes, tem revelado um meio positivo e um instrumento de grande importância na inserção social das pessoas com deficiência. No sentido mais amplo da educação inclusiva, esta pesquisa permitiu ações concretas de aproximação entre a educação especial e a educação ambiental, iniciando no município de Guaratinguetá, mesmo que ainda de forma incipiente, um olhar para a prática da inclusão das pessoas com deficiência. / The aim of this project was to comprehend the urban solid waste management in Guaratinguetá, considering its economical, social and environmental implications, and to present a proposal for the utilization of the landfill area, after its deactivation and local sanitation. In this way, Santa Luzia Environmental Park, through its pedagogical structure, based on a systemic approach, on an environmental point of view and on an inclusive environmental education, has become an excellent didactic resource for activities of environmental education. The Sensorial Center, through the craftsmanship paper recycle, by respecting the individuality and ability of its members has pointed to a positive way and a very important instrument to achieve the social inclusion of handicapped people. In a broader approach of inclusive education, this research made it possible to have an approximation between special education and environmental education. Although still in an incipient way, this research has helped the town of Guaratinguetá to pay more attention to the social inclusion of handicapped people.

Made available in DSpace on 2014-06-11T19:33:34Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-10-24Bitstream added on 2014-06-13T21:06:31Z : No. of bitstreams: 1 sobarzo_lcd_dr_prud.pdf: 2093962 bytes, checksum: 7c1c9bdd5e16f4cfbd855630a8e5b2ae (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O acúmulo de lixo, que causa impactos no meio ambiente e na saúde pública, é uma das conseqüências da intervenção do homem sobre a natureza. O crescimento da população, a industrialização e a urbanização têm sido responsáveis pelo aumento nos índices de consumo bem como no da geração de resíduos. Por outro lado, políticas eficientes de gerenciamento voltadas para procedimentos adequados na disposição e no tratamento de resíduos sólidos não têm sido implementadas, nem são esperadas a curto prazo. Assim, nosso modo de vida, com seus excessos de consumo que geram lixo, precisa ser avaliado, e vem sendo, de fato, uma preocupação para alguns segmentos da sociedade. Esta pesquisa investiga o papel da escola nesse contexto, no que diz respeito à educação ambiental em resíduos sólidos. A abordagem do tema resíduos sólidos deve ter como finalidade propor a geração e o gerenciamento adequados de resíduos que envolve aspectos culturais, políticos, econômicos, sociais e ambientais, pois inclui temas como o uso de recursos naturais, produção, distribuição, consumo, descarte, coleta, tratamento e disposição de lixo, bem como sua transformação/introdução na cadeia produtiva. Os principais objetivos desta pesquisa são contextualizar o tema – resíduos sólidos – e a importância da educação ambiental; identificar as concepções dos professores universitários sobre o assunto, e os conteúdos e metodologias que julgam relevantes para o ensino do tema; e, finalmente, analisar livros didáticos de Geografia usados no ensino fundamental para verificar de que maneira eles têm ou não incorporado em seus conteúdos os recentes avanços científicos. Para atingir esses objetivos, foi realizada uma pesquisa qualitativa, usando os seguintes procedimentos: coleta de dados, análise de... / Waste accumulation, which causes impacts on environment and public health, is one of the consequences of human intervention on nature. Population growth, industrialization, and urbanization have been responsible for increasing rates of consumption as well as of waste generation. On the other hand, effective management policy related to adequate procedures in solid waste disposal and treatment have not been planned neither are expected in short term. Thus, our way of living, with its waste generating consumption excesses must be evaluated, and it has actually been a concern for some segments of society. This research aims to investigate the school role in that context, as far as environmental education on solid waste is concerned. Investigating solid waste in order to propose adequate waste generation and management involves cultural, political, economic, social and environmental aspects, since it includes topics as natural resources use, production, distribution, consumption, discard, collect, waste treatment and disposal, as well as its transformation/reintroduction in the production chain. This research main objectives are contextualizing the topic – solid waste - and the importance of environmental education; verifying professors’ concepts about the topic, and which contents and methodology they consider relevant in teaching it; and finally, analyzing Geography textbooks used in elementary schools to determine in which way they have, or have not, incorporated recent scientific advances in their contents. To achieve these objectives, a qualitative investigation was performed using the following techniques: data collecting, document analysis (dissertations, theses, laws, manuals, Parâmetros Curriculares Nacionais), interviews with 12 professors, and an evaluation of 31 textbook series which were endorsed by PNLD 2007. In spite of being... (Complete abstract click electronic access below)

Made available in DSpace on 2015-04-09T12:28:09Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-08-29Bitstream added on 2015-04-09T12:48:07Z : No. of bitstreams: 1 000807422.pdf: 1149347 bytes, checksum: 7590d65f27e9b281bba477726de699c2 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Tendo como pressuposto que a pesquisa acadêmica sobre Educação Ambiental frequentemente cita e critica características da Modernidade, e da Ciência Moderna, como fatores impulsionadores e que aprofundam a crise socioambiental: a saber, o reducionismo e a fragmentação da Ciência e do Ensino modernos; o modo de produção capitalista e seu princípio acumulador; a relação dicotômica sempre presente entre natureza e sociedade e entre sujeito e objeto, torna-se relevante identificar e analisar as relações estabelecidas entre o debate Modernidade/ Pós-Modernidade e a crise socioambiental expressas nas teses e dissertações brasileiras sobre Educação Ambiental. As pesquisas sobre os fundamentos da Educação Ambiental são importantes para aclarar, na medida das suas possibilidades, as relações complexas existentes entre sociedade e natureza e sobre a crise socioambiental, bem como contribuir para o aprimoramento epistemológico. Assim sendo, buscamos identificar que aspectos do debate Modernidade/Pós-Modernidade, que autores e que conceitos ou categorias são privilegiados nessas pesquisas. Para tanto, foi realizado um recorte a partir da análise de trabalhos selecionados no Banco de Teses do Projeto “Educação Ambiental no Brasil: análise da produção acadêmica (teses e dissertações)”. De um total de vinte e quatro documentos selecionados, que constituem o corpus documental, dezoito são dissertações de mestrado e seis, teses de doutorado. Esses trabalhos foram defendidos entre 1992 e 2009, e apresentam pequena concentração no período entre 2006-2009. As teses e dissertações foram defendidas em dezenove instituições diferentes, com destaque para USP (foram quatro trabalhos defendidos). Do total dos trabalhos selecionados, 54,1 % está localizado na região Sudeste (SP - oito; RJ - quatro; ES – um), 33 % na região Sul (RS – seis; PR – um; SC - um), 8% na região Centro-Oeste (GO – um; DF – um), e por... / Assuming that academic research on environmental education often cites and criticizes some characteristics of Modernity and Modern Science, as the factors that deepen the environmental crisis: namely, reductionism and fragmentation of science and modern education; capitalist mode-of-production and its accumulator principle; the dichotomous relationship between nature and society or between subject and object, it becomes important to identify and analyze the relations between the debate Modernity / Post-Modernity and the environmental crisis expressed in theses and dissertations on Brazilian Environmental Education Research. Research on the fundamentals of environmental education is important to clarify, within its possibilities, the complex relationships between society and nature and the environmental crisis, as well as contribute to the epistemological improvement. Therefore, we seek to identify which aspects of this debate, which authors and which concepts or categories are privileged in these surveys. Thus, a cut was held from selected studies analyzed of the theses’s Bank Project “analysis of academic production (theses and dissertations) Environmental Education in Brazil. A total of twenty-four selected documents, which constitute the documentary corpus are eighteen dissertations and six doctoral theses. These works were defended between 1992 and 2009, and there is little concentration in the period 2006-2009. Theses and dissertations were defended in nineteen different institutions, highlighting USP (there were four defended works). 54.1% of the total of selected studies are located in the Southeast, 33% in the South, 8% in the Midwest region, and finally, 4% in the Northern region. There are no works developed in northeastern Brazil among the constituents work this documentary corpus. Nineteen of the selected research were produced by public institutions, three confessional institutions, and two in private institution. About...

Considering the ecological crisis and the increased disconnection between human beings and nature, this study attempts to find the social and aesthetic educational response needed for developing ecological citizenship for the 21st century. In this transdisciplinary study I articulate what at first seems a clumsy attempt to enable the capacities of the embodied ecological citizen, and which later emerges as an alchemical ‘social sculpture’ approach to learning that expands the range of capacities available to the citizen and the citizen’s immediate community. This learning bridges the gap between purely biocentric and technocentric forms of education, and addresses the ambiguity of concepts and forms of action such as ‘sustainability’. My primary focus is enabling both communal and personal forms of agency: new ways of 'doing’ and 'being' in the world as it changes radically. I argue that this demands constantly reflecting on and engaging without understanding, place and perception of the problems we see. Attending to a call for the importance of complex learning processes, that deepens our understanding of sustainability, and the need for methodological and pedagogical approaches to accessible forms of learning socially in the era of climate change and environmental degradation, this study offers a particular insight into the education of an ecological citizen. In particular I examine a form of learning that enables individuals to explore relationships between themselves and their ecologies (both physical and social), and that encourages personal forms of knowing so that each person’s values can be cultivated within the experience and intuitive expression from both inner and outer realities. Central to my research focus is addressing the difficulties inherent in ‘ecological apartheid’, which is defined as a growing separation of relationships that include the human being’s relationship with the natural world, as well as disconnections experienced within one’s own inner and outer capacities. Subsequently I investigate forms of learning that encourage agency that most appropriately enable citizens to respond personally to both inner and outer forms of disconnection. ‘Personal’ and ‘relational agency’ are defined and investigated through an initial twelve-month collaborative participatory contextual profiling exploratory research period in South Africa (phase A), where I explore various forms of multiple-genre creative social learning practice that develop an accessible set of methodologies and pedagogies for the ecological citizen. Through this exploratory research, I place significance in the relatively unknown field of social sculpture, which I investigate through a self-made apprenticeship with Shelley Sacks, an expert in the field. This is documented through a rigorous ethnographic inquiry over a period of 18 months. Following this I undertake another two-year collaborative, practice-based research study across South Africa (phase B: 17 towns, with a total of 350 citizens) and eventually abroad (United Kingdom, Germany, USA and Belgium).The focus of this study was the implementation of a collaboratively developed citizen learning practice entitled Earth Forum developed by Shelley Sacks as a progression from her work “Exchange Values: voices of insivible lives” and my collaboative exploration into Earth Forum and its further development draws heavily from social sculpture methods obtained during the apprenticeship, and applied in 36 different incidences. I further explore the efficacy of this practice in enabling and expanding the capacities of participants, particularly those that encourage the development of personal and relational agency. This was achieved through a pedagogical development and expansion period (phase C). A primary finding through the iterative phase (phase D) was the value of imaginal contemplation, attentive listening, and empathy as capacities that enable an ecological citizen’s overall capability. I ascribed this to Nussbaum and Sen’s (1993) capability theory and the need to enable the articulation and implementation of a citizen’s valued ‘beings and doings’. Through this iterative phase, specific attention is given to listening and intuitive capacities in enabling personal and relational agency, and specifically I observed the fundamental role of imagination in this form of learning. Particularly valuable for the educational contribution of this study is the pedagogical development of the Earth Forum practice that enables an accessible, socially constructed form of learning. This contributes specifically to exploring ‘how’ social learning is undertaken, and I argue that an aesthetic approach to learning is vital for the education of the ecological citizen. I carefully describe how one can conduct collaborative practice-based research that utilises creative connective practice in agency development. This collaborative approach, with regard to learning socially and capacity development for ecological citizenship (that focuses its attention on addressing ecological apartheid and separateness), is articulated through a multiple-genred text. I found that empathetic capacity in ecological citizen education is relatively unexplored, and within listening and as well in empathy theory, that the role of imagination in listening and empathy development, requires greater attention. I attempt to reveal how connective practice considers aesthetic form and shape in expanding capacities of human beings, and introduce novel expanded forms of developing pedagogies that encourage personal and relational agency in the context of ecological apartheid from the artsbased field of social sculpture. Finally, I aim in this study to share the potential value found in social sculpture theory and practice into the field of environmental education and social learning through a reflection on the current context of education and social learning, and its potential enrichment via social sculpture processes.

Orientador: Luciano Fernandes da Silva / Banca: Luiz Marcelo de Carvalho / Banca: Denise de Freitas / Resumo: Este trabalho tem como objetivo investigar as compreensões sobre a temática ambiental e suas articulações com o processo educativo em licenciandos do último semestre de um curso de licenciatura em ciências biológicas de uma universidade pública federal. Foi realizada uma pesquisa de caráter qualitativo e os dados foram coletados por meio de observações das atividades de regência, questionários e entrevistas semiestruturadas. A análise baseou-se na análise de conteúdo e consistiu nas seguintes etapas 1) pré-análise, 2) exploração do material, 3) categorização, 4) tratamento dos resultados e por fim 5) análise. Dentre os 20 licenciandos, uma minoria relatou dificuldades no exercício da regência nas escolas de ensino médio, sendo a falta de experiência um fator relatado para justificar as dificuldades. A maioria também acredita que os problemas ambientais são relevantes para a sociedade atual e apontam a poluição como principal problema. As análises também apontam para o crescimento urbano como a principal causa dos problemas ambientais e as mudanças climáticas como a principal consequência e apresentam a educação como a melhor forma de mitigação para a problemática ambiental segundo os licenciandos. Em relação as compreeensões sobre a temática ambiental apresentada pelos futuros professores, a concepção ecológica foi a que mais apresentou unidades de registro, seguida pela concepção crítica, utilitarista e por fim a naturalista. É percebido ainda pelos licenciandos uma concepçã... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This paper aims to investigate the conceptions about the environmental theme and its articulations with the educational process in undergraduate students of the last semester of a licentiate course in biological sciences of a federal public university. A qualitative research was conducted and the data were collected through observations of the regency activities, questionnaires and semi-structured interviews. The analysis was based on content analysis and consisted of the following steps: 1) pre-analysis, 2) exploration of the material, 3) categorization, 4) treatment of results and finally 5) analysis. Among the 20 graduates, a minority reported difficulties in the exercise of regency in high schools, with lack of experience being a factor reported to justify the difficulties. Most also believe that environmental problems are relevant to today's society and point to pollution as the main problem. The analyzes also point to urban growth as the main cause of environmental problems and climate change as the main consequence and present education as the best way to mitigate environmental problems according to the graduates. In relation to the conceptions about the environmental theme presented by the future teachers, the ecological conception was the one that presented more units of registration, followed by the critical, utilitarian and finally the naturalistic conception. It is also perceived by the licenciandos a concept based on biological principles on the environmental the... (Complete abstract click electronic access below) / Mestre