Learning, Environmental Education and School: Ways of en-Acting in the Experience of Students and Teachers

Abstract

This article analyzes how teachers and students conceive of environmental education and how these modes of perception become workshops held at school. We believe that knowing in Environmental Education implies not only interacting with information about the environmental problem, because it involves the inventive cognition, ways of enacting and conserving what we want to live. The methodology we used was intervention research, where we followed changes in a course of photographic image production and networks of conversations built with students and teachers. As a result, we could observe ways of conceiving the environmental education and displacements that occur during the course. The subjects, when acting in the workshops, transform gestures, ideas and emotions that allow an opening for the understanding of Environmental Education as care and promotion of life.

Bringing Environmental Education to the Curriculum: Practical Elements Emergent from Teaching Experiences and Research  

“…This is evidence of the possibility for teachers to develop environmental education from their diverse profiles and experience. Environmental education is not an issue to only be addressed by science teachers or the didactic of science, but all teachers and all educational research fields (Briggs et al, 2018;Demoly & Santos, 2018;Marques et.al, 2016).…”

“…The same is implicit in the complex vision of EE, which focuses on transformative relationships, processes, and actions (Ardoin, Bowers, Wyman & Holthuis, 2018). Practical elements emerging from experience and research do not depend on content and cases, which demonstrates that EE is not limited to the natural sciences (Briggs, et al, 2018;Demoly & Santos, 2018;Marques, et.al, 2016). Another contribution is at the research level by providing more data, whether obtained inductively or deductively, that expand the corpus for EE theories available or under construction.…”

Educação ambiental para o desenvolvimento sustentável: assuntos estudantis e prácticas actuais.

“…Para travar ou diminuir o impacto negativo dos problemas ambientais na vida humana, a educação ambiental é fundamental para a consciencialização de todos os cidadãos (Demoly & Santos, 2018), independentemente do seu status social em relação ao mundo em que vivem para que possam ter cada vez mais qualidade de vida sem desrespeitar o meio ambiente. A educação ambiental tem como objectivo a crição de uma nova mentalidade em como usufruir dos recursos oferecidos pela natureza de forma responsável, criando assim um novo modelo de comportamento, buscando um equilíbrio entre o homem e o ambiente.…”

Metodologia G5 Ambiental aplicada em escolas municipais

“…As transformações e as inovações decorrentes da globalização somados a ausência de ações sustentáveis por parte da sociedade vem trazendo grandes problemas ambientais. Desta forma, para que se alcance um futuro promissor o Governo vem se preocupando e adotando ações de implementação de projetos de Educação Ambiental (EA), como alternativa de minimizar ações resultantes das atividades humanas que, direta ou indiretamente, afetam a saúde, segurança e bem-estar da população e a qualidade dos recursos ambientais (SORRENTINO et al, 2005;CARVALHO et al, 2018, RAMOS et al, 2019FERREIRA et al, 2019;DEMOLY;SANTOS, 2018).…”