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

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / A discussÃo central neste estudo à a tessitura de saberes ambientais no cotidiano de grupos populares e sua corporificaÃÃo pelos autores sociais, a ecoprÃxis. Portanto o objetivo geral à compreender a relaÃÃo entre os saberes ambientais em tessitura no Movimento PrÃ-parque Lagoa de Itaperaoba e a formaÃÃo de autores populares ambientais. As opÃÃes teÃricas propiciaram a valorizaÃÃo do diÃlogo entre saberes e a relaÃÃo de unicidade entre objetividade e subjetividade da vida humana. Essa pesquisa teve por suporte a EducaÃÃo Ambiental DialÃgica na tematizaÃÃo da constituiÃÃo, vivÃncia e corporificaÃÃo de saberes no cotidiano popular, nos moldes da pesquisa intervenÃÃo dialÃgica, enquanto forma mais instigante do estar em campo e da vivÃncia de uma relaÃÃo em que pesquisadores e colaboradores se enriquecem com os aprendizados no processo do conhecimento. A pesquisa foi realizada com participantes do Movimento PrÃ-parque Lagoa de Itaperaoba, localizado no bairro Serrinha, em Fortaleza, no perÃodo de julho de 2008 a fevereiro de 2011. Trata-se de uma pesquisa essencialmente qualitativa, alicerÃada na interaÃÃo intensa com os colaboradores atravÃs da observaÃÃo participante. A abordagem metodolÃgica condensa dimensÃes investigativas e formativas, na elaboraÃÃo de saberes parceiros, propiciada pelas interfaces entre a Perspectiva Eco-Relacional e a abordagem das HistÃrias de Vida em FormaÃÃo, que inspiraram a realizaÃÃo do CÃrculo EcobiogrÃfico com adaptaÃÃes ao propÃsito da pesquisa e dinÃmica do grupo colaborador. As narrativas ecobiogrÃficas sÃo enfatizadas em sua interseÃÃo com o grupo popular, para perceber a corporificaÃÃo de saberes. As reflexÃes possibilitadas por este trabalho indicam que a educaÃÃo ambiental junto a grupos populares pode ser potencializada se considerar os saberes jà existentes nesses contextos. Nesse sentido, elementos formadores, sejam dos(as) autores(as) sociais individualmente ou aqueles que se dÃo a partir de sua articulaÃÃo em coletivos, devem ser considerados como suporte para a emergÃncia e fortalecimento de saberes ambientais, os quais estÃo inter-relacionados Ãs problemÃticas sociais vivenciadas nas comunidades. Essa perspectiva fortalece o reconhecimento da interdependÃncia da subjetividade (no sentido da identificaÃÃo e reconhecimento dos saberes pelos autores sociais) com a objetividade (expressÃo, objetivaÃÃo destes saberes em atitudes e aÃÃes conscientes) da vida cotidiana. / The central discussion in this study is the environmental knowledge weaving in the everyday group and its popular social embodiment by the authors, the ecoprÃxis. Therefore, the overall goal is to understand the relationship between environmental knowledge in weaving the Movimento PrÃ-parque Lagoa de Itaperaoba and the formation of environmental popular authors. The theoretical options enabled the enhancement of dialogue between knowledge and the unity relationship between objectivity and subjectivity of human life. This research was supported by the Environmental Education Dialogic on the theme of creation, experience and embodiment of knowledge in the popular every day, in the mold of dialogic intervention as a means of being more exciting in the field and the experience of a relationship researchers and collaborators to enrich the learning process of knowledge. The search was conducted with participants in the Movimento PrÃ-parque Lagoa de Itaperaoba, located in the neighborhood called Serrinha, in Fortaleza, from July 2008 to February 2011. It is essentially a qualitative study, based on intense interaction with employees through participant observation. The methodological approach condenses investigative and formative dimensions, development of partner knowledge, made possible by the interfaces between the Eco-Relational Perspective and the approach of Life Stories in Education, which inspired the Ecobiographical Circle achievement with adaptations to the purpose of research and collaborative group dynamics. The ecobiographical narratives are emphasized in its intersection with the popular group, to realize the embodiment of knowledge. The reflections enable by this study indicate that environmental education along with popular groups can be increased considering the existing knowledge in these contexts. In this sense, formative elements, from the social author (s) individually or those witch happen from their collective articulation, should be considered as support for the emergence and strengthening of environmental knowledge, which are interrelated to social problems experienced in communities. This perspective strengthens the recognition of the interdependence of subjectivity (in the sense of identification and recognition of knowledge by the social authors) with the objectivity (expression, objectification of these knowledge in attitudes and conscious actions) of everyday life.

This study aimed to analyze the relationship with the environmental knowledge of the EMEF Prof. actors Laonte Gama da Silva. To achieve this, the specific objectives were: to identify indicator elements significant learning on the environmental knowledge; to evaluate the of environmental knowledge internalization based on the actions identification and individual and collective practices of school actors and their relationship with the environmental knowledge; and to analyze the contributions of categorized elements about the environmental knowledge to the integral formation of school actors. This study is important because it search in all school actors elements that can set the environmental knowledge in this space. With the hypothesis that the school is one of the areas of society where environmental knowledge is consolidated, the research was based on methodology focused on research in the field of education following the case study method and a qualitative and quantitative approach. The universe of research covered the school actors of the Municipal Network of Education Aracaju-SE. The sample involved the actors of EMEF Prof. Laonte Gama da Silva. The primary data collection techniques used were conceptual maps and open questionnaires. The techniques used for data analysis are classified into quantitative and qualitative evaluation of conceptual maps by Novak; Gowin (1984) technique; analysis of the relationship between knowledge with the technique Balance Knowing technique by Charlot (2001); Free association and organization to social representation according to Raitz, Ferreira and Guerra (2006) and in categorization, according to Minayo (1999) to the questionnaires. From the quantitative and content of concept maps analysis, it was found that there is internalized the environmental knowledge in cognitive structure of school actors and it is being prepared. From the balance of learning technique, three categories of school actors revealed relational knowledge facing the ethical and moral relations as the most common among them. The relationship with the environment analysis, often in questionnaire responses, showed the elements of this relationship that outsource and they are still punctual actions. The results obtained from the questionnaires revealed indicator elements actions environment performed by them, but this actions have not yet been consolidated as a daily practice. The relationship with environmental know elements identified revealed that this knowledge is configured from the interconnections between internally formulated concepts in cognition and the outsourcing of environmental knowledge through specific actions, and that the proposals that have emerged with the relationship with the know elements turn to environmental improvement actions and desire to learn more about this. / Esta pesquisa objetivou analisar a relação com o saber ambiental dos atores da EMEF Prof. Laonte Gama da Silva. Para alcançá-lo, os objetivos específicos foram: identificar elementos indicadores de aprendizagem significativa sobre o saber ambiental; avaliar a internalização do saber ambiental com base na identificação de ações e práticas individuais e coletivas dos atores da escola e da sua relação com o saber ambiental; e, analisar as contribuições dos elementos categorizados sobre o saber ambiental para a formação integral dos atores da escola. O presente estudo é relevante por buscar em todos os atores da escola elementos que possam configurar o saber ambiental neste espaço. Com a hipótese de que a escola é um dos campos da sociedade onde o saber ambiental se consolida, a investigação se baseou em metodologia voltada para a pesquisa no campo da educação seguindo o método de estudo de caso e uma abordagem qualitativa e quantitativa. O universo da pesquisa abrangeu os atores da escola da Rede Municipal de Ensino de Aracaju – SE. A amostra envolveu os atores da EMEF Prof. Laonte Gama da Silva. Foram utilizadas como técnicas de coleta de dados primários a aplicação de mapas conceituais e de questionários abertos. As técnicas utilizadas para a análise dos dados se classificam em avaliação quanti e qualitativa de mapas conceituais pela técnica de Novak; Gowin (1984); análise da relação com o saber pela técnica de Balanço do Saber de Charlot (2001); Associação Livre e estruturação por Representações Sociais de acordo com Raitz, Ferreira e Guerra (2006) e em categorização, de acordo com Minayo (1999) para os questionários. A partir das análises quantitativas e de conteúdo dos mapas conceituais, verificou-se que o saber ambiental existe internalizado na estrutura cognitiva dos atores da escola, e está em processo de elaboração. A partir da técnica de balanço do saber, as três categorias de atores da escola revelaram o saber relacional voltado às relações éticas e morais como o mais frequente entre eles. A análise da relação com o ambiente, por frequência nas respostas dos questionários, mostrou os elementos da relação com o ambiente que se externalizam e que ainda são ações pontuais. Os resultados obtidos com os questionários revelaram elementos indicadores de ações em favor do ambiente que ainda não se consolidaram como prática cotidiana. Os elementos da relação com o saber ambiental identificados revelaram que este saber é configurado a partir das interconexões entre os conceitos formulados internamente na cognição e a externalização do saber ambiental através de ações pontuais, e que as proposições que surgiram com os elementos da relação com o saber se voltam para ações de melhoria do ambiente e desejo de aprender mais sobre este.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The complexity of the environmental problems generated by the relationship between man and nature, custom humanity on the alert and require an interdisciplinary approach on the part of the segments of society, including teaching professionals. It is true that the complexes environmental problems are amenable to an educational response, however, it is necessary that teachers are imbued with the necessary knowledge for the operation of their pedagogical practice, which pervades teacher training and professionalism. Starting from the concept of professionalization as a personal project of construction of the profession in which the teacher acquires skills and knowledge for the improvement of their pedagogical practice, this work has as guiding question to understand how the environmental knowledge, acquired in teacher training courses, and the professionalization process of teachers are related , and if this knowledge is applied in their pedagogical practices. In order to analyze the relations that the teachers establish between the environmental knowledge gained in courses of continuous formation and their professionalization process, the work pursues the concepts of professionalization, and professionalism to understand the internal and external motivations to teacher. The object this research was teachers that attended courses of improvement and specialization in Environmental Education offered in the Poles of CESAD / UFS within the scope of the Sistema Universidade Aberta do Brasil (UAB) - Open University System of Brazil. The methodological course consisted in selecting the sample of participants from mentioned courses, through the completion of questionnaires with the purpose of extracting essential elements of the sociodemographic and professional profile and his / her pedagogical practice, developed in school spaces, with the perspective of categorizing, systematizing and analyzing collected data based on the Content Analysis methodology. In this sense, the study revealed that the teachers were motivated to seek Environmental Education courses in the perspective of using this knowledge in the professional activity, as a way to add value to the professional career by acquiring and expanding the systematized environmental knowledge, operating them in their daily pedagogical practice. In addition, difficulties in the operationality of environmental knowledge, pointed out by teachers, reveal that they assume the stigma of victims, and transfer responsibility to other factors directly related to the pedagogical practice, but do not assume their co-responsibility as a professional, whose duties reverberate in the epistemological commitment, political, social and environmental. / A complexidade dos problemas ambientais decorrentes da relação homem e natureza, coloca a humanidade em alerta e exige uma abordagem interdisciplinar por parte dos diversos segmentos da sociedade, entre os quais os profissionais docentes. É certo que os complexos problemas ambientais são passíveis de uma resposta educativa, contudo, é necessário que os docentes estejam imbuídos de saberes necessários ao exercício da docência, o que perpassa pela sua profissionalização. Partindo do conceito de profissionalização como um projeto pessoal de construção da profissão em que o docente adquire competências e saberes para o aprimoramento da sua prática pedagógica, este trabalho tem como questão norteadora compreender de que modo se relacionam os saberes de caráter ambiental adquiridos em cursos de formação de professores, com o processo de profissionalização dos docentes, e se ocorre a aplicação desses conhecimentos em suas práticas pedagógicas. Na perspectiva de analisar as relações que os docentes estabelecem entre os saberes de caráter ambiental apreendidos em cursos de formação continuada e o seu processo de profissionalização, o estudo parte dos conceitos de profissionalidade e profissionismo para entender as motivações internas e externas ao docente. A pesquisa teve como objeto de investigação os professores participantes dos cursos de aperfeiçoamento e especialização em Educação Ambiental ofertado nos Polos do CESAD/UFS no âmbito do Sistema Universidade Aberta do Brasil (UAB). O percurso metodológico consistiu na seleção da amostra dos participantes dos referidos cursos, por meio do preenchimento de questionários com a finalidade de extrair elementos essenciais do perfil sóciodemográfico e profissional, e sua prática pedagógica desenvolvida nos espaços escolares, de modo a categorizar, sistematizar e analisar os dados coletados com base na metodologia da Análise de Conteúdo. Neste sentido, o estudo revelou que os docentes foram motivados a buscar os cursos de Educação Ambiental na perspectiva de utilização desse conhecimento na atividade profissional, como forma de agregar valor à carreira profissional mediante aquisição e ampliação dos saberes ambientais sistematizados, operacionalizando-os na cotidianidade da sua prática pedagógica. Ademais, as dificuldades para operatividade dos saberes ambientais, apontadas pelos docentes, revelam que estes assumem o estigma de vítimas, e transfere a responsabilidade para outros fatores diretamente relacionados ao fazer pedagógico, mas não assumem sua corresponsabilidade enquanto profissional, cujos deveres reverberam no comprometimento epistemológico, político, social e ambiental. / São Cristóvão, SE

Para análise da difusão de conhecimentos sobre o meio ambiente na gestão ambiental da indústria esta tese toma em vista três modelos mentais de meio ambiente – o modelo acadêmico, o empresarial e o modelo do senso comum. Após conceituar estas representações mentais de meio ambiente e expor especificidades da proteção ambiental em empresas, apresenta um estudo de caso efetuado na empresa Unilever – Divisão Elida Gibbs, em Vinhedo, São Paulo. Analisa o diálogo entre os modelos empresarial e do senso comum face ao conhecimento ecológico e discute que a educação ambiental, dos trabalhadores de uma empresa e de modo geral, deve se pautar em história natural e se desdobrar em uma educação para o planejamento ambiental visando incrementar a percepção judicativa e a capacidade de participação dos cidadãos na construção do espaço. / This research refers to three mental models of environment – the scientific model, the industrial model and the common sense model – to analyze the diffusion of environmental knowledges carried out by industrial environmental management systems. Besides theoretical considerations about mental models of environment and environmental conservation at industry, the research presents a case focused on Unilever industrial plant at Vinhedo, São Paulo. The research takes aim to lights on the dialogue between industrial and common sense mental models of the environment in the face of ecological knowledge and discuss educational activities based on natural history and especially on environmental planning to improve evaluative perceptions and participatory abilities of citizens in the production of space.

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With society's growing concern of the environmental impact that consumerism has today, consumers are more aware than ever of how their consumption habits affect their surroundings. This study is based on the consumer's journey of choosing products based on their environmental impact and the complications of it. The study will examine a subsection of Greenwashing, called Executional Greenwashing, that is used to subconsciously communicate messages about greenery towards the consumer, inferring their decision making. The goal of the research is to provide an understanding of how consumers react to Fast-Moving Consumer Goods advertisements containing Executional Greenwashing elements and what factors influence their reaction. The study uses primary and secondary data together with conducted interviews to examine how the use of Executional Greenwashing affects consumers' emotions towards advertisements containing these elements. The findings reveal how knowledge and expertise are the main factors to influence how consumers react to Executionally Greenwashed advertisement. The study also provides a conceptual model based on the findings to explain what emotions are affected in consumers. Consumers and researchers can use these findings to gain a further understanding of the effects of Executional Greenwashing and continue upon this research to achieve a complete understanding.

Doctor of Philosophy / Department of Apparel, Textiles, and Interior Design / Melody L. A. LeHew / The relationship between knowledge, attitudes and behavior has been a subject of interest for researchers for several decades in various fields of study. However, an inconsistency has been found from one study to another with literature showing inconclusive and inconsistent results regarding the relationship between knowledge, attitudes and behavior in general and purchase of eco-conscious apparel in particular. Literature also found perceived characteristics of innovation (PCI) to significantly influencing innovation adoption. However, research investigating the influence of eco-conscious apparel knowledge (EAK) and eco-conscious apparel attitudes (EAA) on intention to purchase eco-conscious apparel (IPEA) that includes PCI has not been conducted in any previously published studies. Therefore, the purpose of this study was to investigate the influential relationship between EAK-EAA-IPEA to understand if including PCI strengthens the inconsistent link between knowledge, attitudes and behavior as well as enhances the predictability of IPEA. The model of stages in the innovation-decision process developed by Roger’s (1983) in the diffusion of innovation theory was used as a theoretical framework for developing the model of innovation-decision process for eco-conscious apparel. Specifically, the three product characteristics used in this current study were based on the PCI (i.e., complexity, compatibility and relative advantage) explained by Rogers (1983) in his model. Two objectives were developed and tested using six research questions and pertinent hypotheses. The research relied on quantitative analysis of responses from 592 respondents to an online survey with eco-conscious knowledge, attitude and behavior questions pertaining eco-conscious apparel products. Hierarchical regression analysis, t-test and correlation analysis reveal that, inclusion of PCI significantly strengthened relationship between EAK-EAA-IPEA and also enhanced the predictability of IPEA; the ability to predict IPEA as well as strength of the link between EAK-EAA-IPEA was greater when more information was provided about eco-conscious apparel than less information; respondents have limited EAK; EAK was not a good predictor of IPEA; EAA was found to significantly predict IPEA; highly innovative respondents perceive eco-conscious apparel less complex and highly compatible and are more likely to purchase eco-conscious apparel; all three PCI were found to significantly predict IPEA; demographic variables were found to be related to only certain variables in this study.

CARDOSO, Ana Maria Ferreira. Tessitura de Saberes Ambientais e Ecopráxis no Movimento Pró-parque Lagoa de Itaperaoba, em Fortaleza. 2012. 156f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2012. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-03-11T12:40:49Z No. of bitstreams: 1 2012-TESE-AMFCARDOSO.pdf: 3469957 bytes, checksum: 223de1f4db799c61685a1ae7c7ec9af2 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-03-11T14:04:09Z (GMT) No. of bitstreams: 1 2012-TESE-AMFCARDOSO.pdf: 3469957 bytes, checksum: 223de1f4db799c61685a1ae7c7ec9af2 (MD5) / Made available in DSpace on 2014-03-11T14:04:09Z (GMT). No. of bitstreams: 1 2012-TESE-AMFCARDOSO.pdf: 3469957 bytes, checksum: 223de1f4db799c61685a1ae7c7ec9af2 (MD5) Previous issue date: 2012 / The central discussion in this study is the environmental knowledge weaving in the everyday group and its popular social embodiment by the authors, the ecopráxis. Therefore, the overall goal is to understand the relationship between environmental knowledge in weaving the Movimento Pró-parque Lagoa de Itaperaoba and the formation of environmental popular authors. The theoretical options enabled the enhancement of dialogue between knowledge and the unity relationship between objectivity and subjectivity of human life. This research was supported by the Environmental Education Dialogic on the theme of creation, experience and embodiment of knowledge in the popular every day, in the mold of dialogic intervention as a means of being more exciting in the field and the experience of a relationship researchers and collaborators to enrich the learning process of knowledge. The search was conducted with participants in the Movimento Pró-parque Lagoa de Itaperaoba, located in the neighborhood called Serrinha, in Fortaleza, from July 2008 to February 2011. It is essentially a qualitative study, based on intense interaction with employees through participant observation. The methodological approach condenses investigative and formative dimensions, development of partner knowledge, made possible by the interfaces between the Eco-Relational Perspective and the approach of Life Stories in Education, which inspired the Ecobiographical Circle achievement with adaptations to the purpose of research and collaborative group dynamics. The ecobiographical narratives are emphasized in its intersection with the popular group, to realize the embodiment of knowledge. The reflections enable by this study indicate that environmental education along with popular groups can be increased considering the existing knowledge in these contexts. In this sense, formative elements, from the social author (s) individually or those witch happen from their collective articulation, should be considered as support for the emergence and strengthening of environmental knowledge, which are interrelated to social problems experienced in communities. This perspective strengthens the recognition of the interdependence of subjectivity (in the sense of identification and recognition of knowledge by the social authors) with the objectivity (expression, objectification of these knowledge in attitudes and conscious actions) of everyday life. / A discussão central neste estudo é a tessitura de saberes ambientais no cotidiano de grupos populares e sua corporificação pelos autores sociais, a ecopráxis. Portanto o objetivo geral é compreender a relação entre os saberes ambientais em tessitura no Movimento Pró-parque Lagoa de Itaperaoba e a formação de autores populares ambientais. As opções teóricas propiciaram a valorização do diálogo entre saberes e a relação de unicidade entre objetividade e subjetividade da vida humana. Essa pesquisa teve por suporte a Educação Ambiental Dialógica na tematização da constituição, vivência e corporificação de saberes no cotidiano popular, nos moldes da pesquisa intervenção dialógica, enquanto forma mais instigante do estar em campo e da vivência de uma relação em que pesquisadores e colaboradores se enriquecem com os aprendizados no processo do conhecimento. A pesquisa foi realizada com participantes do Movimento Pró-parque Lagoa de Itaperaoba, localizado no bairro Serrinha, em Fortaleza, no período de julho de 2008 a fevereiro de 2011. Trata-se de uma pesquisa essencialmente qualitativa, alicerçada na interação intensa com os colaboradores através da observação participante. A abordagem metodológica condensa dimensões investigativas e formativas, na elaboração de saberes parceiros, propiciada pelas interfaces entre a Perspectiva Eco-Relacional e a abordagem das Histórias de Vida em Formação, que inspiraram a realização do Círculo Ecobiográfico com adaptações ao propósito da pesquisa e dinâmica do grupo colaborador. As narrativas ecobiográficas são enfatizadas em sua interseção com o grupo popular, para perceber a corporificação de saberes. As reflexões possibilitadas por este trabalho indicam que a educação ambiental junto a grupos populares pode ser potencializada se considerar os saberes já existentes nesses contextos. Nesse sentido, elementos formadores, sejam dos(as) autores(as) sociais individualmente ou aqueles que se dão a partir de sua articulação em coletivos, devem ser considerados como suporte para a emergência e fortalecimento de saberes ambientais, os quais estão inter-relacionados às problemáticas sociais vivenciadas nas comunidades. Essa perspectiva fortalece o reconhecimento da interdependência da subjetividade (no sentido da identificação e reconhecimento dos saberes pelos autores sociais) com a objetividade (expressão, objetivação destes saberes em atitudes e ações conscientes) da vida cotidiana.