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Previous issue date: 2014-06-26 / A Educa??o Ambiental constitui-se em um campo de conhecimento plural e diversificado,
abrangendo um conjunto de agentes sociais, setores do Estado, do governo e da sociedade
civil, vis?es de mundo e matrizes te?ricas diferenciadas que exerceram e influenciaram a sua
genealogia e din?mica constitutiva. Enquanto campo de conhecimento espec?fico, sua
proje??o mundial remonta ? d?cada de 1960, quando ganhou visibilidade o movimento
ambientalista. No Brasil, a Educa??o Ambiental vem sendo produzida, sistematizada e
difundida, nas ?ltimas d?cadas, tanto por organismos oficiais do Estado, por meio das
pol?ticas p?blicas, como por movimentos sociais de educa??o popular, constituindo-se num
amplo e importante movimento hist?rico sobre a quest?o ambiental. No que diz respeito ? sua
institucionaliza??o em forma de pol?tica p?blica, de programas e a??es espec?ficas no ?mbito
da iniciativa do Estado brasileiro, a aprova??o da Lei n. 9.795/99 e do Decreto n? 4.281/99,
que criam e regulamentam, respectivamente, a Pol?tica Nacional de Educa??o Ambiental
(Pnea), representa a consolida??o de um processo de inclus?o da dimens?o ambiental no setor
educacional do pa?s. Esses atos normativos, al?m de delegar incumb?ncia ao poder p?blico
para defini??o de pol?ticas p?blicas que assegurem e promovam a Educa??o Ambiental em
todos os n?veis, etapas e modalidades de ensino, tamb?m incumbem ?s institui??es educativas
o dever de promover esse componente curricular de maneira integrada e articulada aos
programas educacionais que tais institui??es desenvolvem. Diante desse cen?rio, buscamos
identificar e analisar, ? luz te?rico-metodol?gica do materialismo hist?rico dial?tico, as
pr?ticas e concep??es desenvolvidas na Universidade Federal do Rio Grande do Norte
(UFRN), no que diz respeito ? sua pol?tica institucional de Educa??o Ambiental,
relacionando-a ao que estabelece a Pnea. A an?lise foi feita com base na legisla??o espec?fica
sobre o tema e em documentos institucionais da UFRN. A pesquisa evidenciou que, em linhas
gerais, a Pol?tica Nacional de Educa??o Ambiental apresenta limites quanto a sua efetiva??o,
haja vista a aus?ncia de financiamento espec?fico para tal fim e o pouco envolvimento dos
poderes p?blicos na medida em que o Estado brasileiro n?o assume, por meio de pol?ticas
efetivas, as condi??es materiais de financiamento das a??es no que diz respeito a esse campo
da educa??o. No que tange ? UFRN, as a??es existentes nesse campo s?o pontuais,
tempor?rias e espec?ficas, desenvolvidas por setores departamentais, grupos de pesquisas e
por meio de projetos de extens?o, portanto, sem a coes?o, o planejamento, a abrang?ncia, a
articula??o e o suporte institucional que se espera encontrar numa efetiva e clara pol?tica
institucional. A forma fragmentada e desarticulada com que as a??es analisadas s?o
desenvolvidas constitui em um limite, frente ao desafio para que a UFRN implemente,
consequente e objetivamente, uma pol?tica de Educa??o Ambiental, que possa ser
acompanhada e avaliada enquanto pol?tica p?blica eficaz, tanto nos marcos dos objetivos
maiores da pr?pria Pnea quanto das demandas de desenvolvimento que se paute numa
perspectiva socioambiental cr?tica. / The Environmental Education is a plural and diversified knowledge field, composed by a
group of social agents of specific State, government and civil society sectors, with different
world views and theoretical matrices that exercised and influenced its genealogy and
constitutive dynamic. The Environmental Education ? while specific knowledge field ? has
been produced, systematized and diffused in Brazil in the last decades by official State
organisms, through public policies, as well as by social movements of popular education, and
constitutes a large and historical movement about the environmental question, that was
worldwide projected in the 1960 decade (the environmentalist movement). Concerning the
creation of public policies and specific programs to the Environmental Education, in the scope
of the governmental initiative, the approval of the National Policy of Environmental
Education, by means of the Law n. 9.795/99 ? together with its regulatory decree, the Decree
n? 4.281 ? represents the consolidation of a inclusion process of the environmental dimension
in the educational field. These normative acts, beyond charging the public power with the
incumbency to define public policies that incorporate the environmental dimension and to
promote the Environmental Education in all education levels, also charge the educational
institution with the duty of promoting this component in an integrated and articulated way
with the educational programs that such institutions develop. In this context, it is aimed to
identify and analyze under the light of the dialectical and historical materialism, the practices
and concepts developed under the Federal University of Rio Grande do Norte (UFRN), with
regard to its institutional policy on Environmental Education, relating it to establishing the
Pnea. The analysis by means specific legislation on the subject and institutional documents
UFRN. The research showed that, in general, the National Environmental Education Policy
has limits to its effectiveness given the absence of specific funding for this purpose and the
little government involvement in that the Brazilian State assumes, by through effective
policies, the material conditions of financing actions with respect to this field of education.
The fragmented and disjointed way the analyzed actions are developed constitutes a limit to
the challenge for the UFRN implement, consistently and objectively, an Environmental
Education policy, which can be monitored and evaluated as an effective public policy, both
landmarks major goal of own Pnea as the demands of development whose agenda a critical
environmental perspective.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/19903 |
| Date | 26 June 2014 |
| Creators | Gonzaga, Magnus Jos? Barros |
| Contributors | 08610646823, http://lattes.cnpq.br/8288392835017165, Cabral Neto, Antonio, 05754372434, http://lattes.cnpq.br/2272273005907974, Moura, Dante Henrique, 24324841420, http://lattes.cnpq.br/1720357515433453, Azevedo, M?rcio Adriano de, 83901701400, http://lattes.cnpq.br/2689467070016983, Queiroz, Maria Aparecida de, 01999184491, http://lattes.cnpq.br/0642511546307992, Ara?jo, S?rgio Murilo Santos de, 63354217472, http://lattes.cnpq.br/6693832655779279, Souza, Antonio Lisboa Leit?o de |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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