A colaboração em rede entre instituições de ensino e a promoção da educação ambiental

It has become undeniable that language learners should be aware of global problems. One of the most serious problems of our globe today is the environmental degradation and education practices should have a contribution to ecological conservation. Environmental education, which is a developing field of study, aims to equip learners with the skills to identify and take action against ecological problems. In order to be able to take part in this solution process, English language learners should especially have critical thinking and critical reading skills. This paper suggests using Bloom’s Revised Taxonomy in an environmental education framework for fostering English language learners’ skills required for critical reading of authentic texts related to ecology and increasing their environmental awareness. In this respect, first, an application of the taxonomy in Monroe & Andrews et al.’s (2007) Environmental Education Strategies Framework is presented. Then, in order to exemplify the use of the taxonomy with an environmental education perspective, a set of reading questions which can be used for the critical reading of an authentic text is suggested. Our Iceberg is Melting: Changing and Succeding Under Any Conditions (2005), written by John Kotter and Holger Rathgeber as a fable, has been chosen as the sample authentic text. It is concluded that environmental education practices can be incorporated in English language teaching by fostering critical reading skills with the suggested approach and authentic texts on ecological issues can be used as classroom material for this purpose.

A pesquisa teve por objetivo analisar as práticas interdisciplinares em Educação Ambiental (EA) propostas ou implementadas na educação básica, descritas em teses e dissertações brasileiras. A multidimensionalidade presente nas questões ambientais e a importância da abordagem da EA, em todos os níveis escolares, numa perspectiva interdisciplinar, motivou a escolha do tema deste estudo. Buscou-se investigar a seguinte questão central: que concepções de Interdisciplinaridade, Ambiente e EA podem ser depreendidas da análise das pesquisas acadêmicas sobre práticas interdisciplinares em Educação Ambiental na educação básica? De um universo de 2.763 trabalhos, defendidos entre 1981 e 2012 e constantes do Banco de Teses do Projeto EArte, foram localizadas apenas 21 pesquisas relativas a esse objeto de estudo. Os documentos foram lidos, descritos e classificados quanto aos dados institucionais (autor, orientador, ano de defesa, instituição de ensino superior, programa de pós-graduação, unidade federativa, dependência administrativa, grau de titulação acadêmica) e quanto à prática interdisciplinar em Educação Ambiental, conforme os descritores: ano ou série escolar, tipo de escola, disciplinas abrangidas nas práticas, métodos e estratégias de ensino, recursos e materiais didáticos, tipo de integração curricular, referencial teórico-pedagógico, público envolvido e a interação entre ele, nível de integração disciplinar, concepção de ambiente, concepção de EA e sua manifestação curricular. As pesquisas concentraram-se, fortemente, na década de 2000, com dezoito trabalhos. As práticas analisadas, em sua maioria, centraram suas ações nos anos iniciais do ensino fundamental, desenvolvidas a partir de temas geradores ou projetos de ensino. Os materiais didáticos utilizados foram os comumente encontrados nas escolas, de baixo custo, além de atividades externas. As ações pedagógicas vincularam-se às propostas curriculares das escolas e as disciplinas mais envolvidas (sempre em conjunto com outras) foram Geografia e Língua Portuguesa, seguidas de Matemática, Ciências, História e Artes. Os pais e a comunidade assumiram papel cooperativo nas práticas e notou-se uma relação hierárquica quanto à decisão da proposta de trabalho por parte dos professores e pesquisadores para com os alunos; contudo, tanto no aceite da proposta, quanto no desenvolvimento das atividades pedagógicas, observou-se intensa participação dos estudantes. Dezoito práticas foram consideradas como interdisciplinares e três pluridisciplinares. Nas práticas analisadas predominou a concepção de ambiente integrado e de Educação Ambiental numa perspectiva crítica, manifestada como elemento essencial e integrado ao currículo escolar. Conforme a análise das pesquisas revelou, muito embora os professores demonstrassem interesse pela EA e pela prática interdisciplinar, não se encontravam preparados para esse tipo de trabalho, ao que se sugere investimento na formação continuada e revisitação nos cursos de formação inicial de professores.

This work consisted of a survey conducted with Basic Education teachers. Considering the environmental impacts caused by human actions, it is important to conduct studies on the practice of Environmental Education in the school context. Through this, and based on the teachers' perception, we formulated two questions: What pedagogical actions are favorable for the approach to Environmental Education? And, in what way can didactic activities on Environmental Education be developed in Basic Education? Through this, we propose the following objective with this work: to analyze the teachers' perception on the practice of Environmental Education in the school context. Thus, we developed quantitative-qualitative research. For data collection, a semi-structured questionnaire was applied to a group of teachers from two state public schools in the city of Esperança/PB. From the semi-structured questionnaire, we obtained answers regarding the profile, perception and teaching practice regarding Environmental Education. After analyzing the data, it was found that 76% of teachers stated that they work on Environmental Education in their disciplines, relating it to the curricular contents. The results obtained showed that 78% of teachers stated that they had not received training on Environmental Education in their undergraduate courses. Even so, it was observed that most educators include Environmental Education in the scope of their pedagogical actions. With this research, we emphasize that the practice of Environmental Education in the school context must encompass all areas of knowledge. In fact, it can be worked on in an interdisciplinary and transdisciplinary way, to educate individuals who understand the environmental crises that have been affecting planet Earth.

This work consisted of a survey conducted with Basic Education teachers. Considering the environmental impacts caused by human actions, it is important to conduct studies on the practice of Environmental Education in the school context. Through this, and based on the teachers' perception, we formulated two questions: What pedagogical actions are favorable for the approach to Environmental Education? And, in what way can didactic activities on Environmental Education be developed in Basic Education? Through this, we propose the following objective with this work: to analyze the teachers' perception on the practice of Environmental Education in the school context. Thus, we developed quantitative-qualitative research. For data collection, a semi-structured questionnaire was applied to a group of teachers from two state public schools in the city of Esperança/PB. From the semi-structured questionnaire, we obtained answers regarding the profile, perception and teaching practice regarding Environmental Education. After analyzing the data, it was found that 76% of teachers stated that they work on Environmental Education in their disciplines, relating it to the curricular contents. The results obtained showed that 78% of teachers stated that they had not received training on Environmental Education in their undergraduate courses. Even so, it was observed that most educators include Environmental Education in the scope of their pedagogical actions. With this research, we emphasize that the practice of Environmental Education in the school context must encompass all areas of knowledge. In fact, it can be worked on in an interdisciplinary and transdisciplinary way, to educate individuals who understand the environmental crises that have been affecting planet Earth.

In Hong Kong, environmental education is not regarded as a compulsory learning subject in secondary schools and it is also not assessed as an independent subject in any public examination. As there is no specific and formal role for environmental education in secondary schools, educators tend to make use of various subjects such as Geography, Social Studies, Physics, Chemistry and Liberal Studies etc. to deliver contents, themes and issues related to environmental education. Also, in some secondary schools, the organization of some extra-curricular activities through Geography Society and Environmental Education Clubs etc. supplement the work of subject departments in delivering environmental education. Beside these efforts other schools may have other inputs for environmental education, however, from a macro perspective, is such context of environmental education delivery represents a holistic and high-quality environmental education delivery in secondary schools of Hong Kong? Because of the lack of formal position of environmental education in the education system, schools have great autonomy to decide on the ways in delivering environmental education. It is therefore worthwhile to understand in reality, how secondary schools in Hong Kong carry out environmental education in their own ways? Schools may have different practices of environmental education in their own context, but are there any similarities of their practices? The attempt to generalize several patterns of the selected school in practicing environmental education would be helpful to provide an angle for understanding environmental education in a more structural and holistic way. More importantly, it is significant to understand to what extent are the current practices of the examined schools effective in delivering environmental education. After the evaluation of school’s effectiveness in environmental education, it is certainly a good news if any examined school is performing well and they should continue to strive for improvement, otherwise, for schools that are weaker in environmental education, educators should reflect upon and rethink more how can they do better in environmental education for cultivating more environmentally-literate citizens of Hong Kong in future.

A crise ambiental é um reflexo da sociedade moderna. Nesse contexto, a Educação Ambiental surge como uma ferramenta para contribuir com a construção de um novo modelo de sociedade. Conforme proposto nos Parâmetros Curriculares Nacionais, o meio ambiente é um tema transversal e, consequentemente, a Educação Ambiental deve estar presente em todos os espaços educativos. O objetivo deste trabalho é fazer uma avaliação crítica das percepções e concepções teóricas e práticas da Educação Ambiental pelos alunos das licenciaturas em Biologia, Educação Física, Física, Geografia, História, Letras, Matemática, Pedagogia e Química da Universidade Federal Fluminense. As respostas desses alunos a um questionário semiaberto foram analisadas qualitativa e quantitativamente. Nos depoimentos, a visão naturalista, seguida pela visão antropocêntrica, foi predominante. A visão contextualizada de meio ambiente esteve mais presente nos cursos de Biologia e Geografia, que formam os profissionais considerados mais aptos para atuar como educadores ambientais. Os alunos dos demais cursos se sentem muito distantes dos temas ambientais. Percebeu-se o desconhecimento, a fragmentação e a falta de discussão sobre a Educação Ambiental nesse universo de licenciandos. Dessa forma, faz se necessária a inserção de uma disciplina de Educação Ambiental em todos os cursos de licenciatura da Universidade Federal Fluminense.

In December 1997 I was privileged—and very pleasantly surprised—to receive the inaugural Allen Strom Eureka Prize for Environmental Education for ‘environmental education research of a substantive nature which contributes to professional thinking and practice’. According to the program for the prize-giving ceremony, I was awarded the prize ‘for research on recent cultural and philosophical movements, such as postmodernism, which has translated and applied complex social theories to theory and practice in environmental education’.I want to take this opportunity to repeat my thanks to the New South Wales Environment Protection Authority for their generous sponsorship of this prize. I offer these thanks not only as an individual recipient but also on behalf of the wider Australian environmental education community. I see particular significance in the Allen Strom Eureka Prize for Environmental Education being awarded in a suite that includes separate prizes for environmental research and environmental journalism. This helps to distinguish our field from other disciplines with which it is sometimes confused. My own research emphasises that environmental education is not just another type of environmental study but more a form of cultural and media literacy.

In this paper, we reflect on a study in Brazil’s Cerrado that attempts to address a lack of attention to an aesthetic dimension in environmental education practice and research. We start by tracing this lack to the overvaluing of the cognitive sphere in the educational process, noting its echo in the low aesthetic value attributed to the Cerrado biome. Then, through reflecting on an empirical, interview based study of sensations, perceptions and feelings evoked by aesthetic experiences in the Cerrado, we draw on insights from a hermeneutic phenomenological approach to identify key themes for environmental education research and practice in this regard. These include: recognising the singularity of experience; attending to the qualities of experience; acknowledging the value/s of ‘lighter’ and ‘darker’ experiences; and deepening emotions and verbal communication. In our final considerations, we discuss the limitations of the study, alongside new directions in studies of perception, experience, aesthetics and pedagogy that may also advance attention to an aesthetic dimension in environmental education practice and research.

<table id="announcementDescription" width="100%"><tbody><tr><td><p><strong>Guest editors: Dr. Fikile Nxumalo (University of Texas at Austin) and Dr. Nikki Rotas (University of Alberta)</strong></p><p>A growing body of work has illustrated the importance of situating environmental education in current precarious times that disrupt idealized notions of both childhood and nature/environment. Drawing inspiration from feminist scholarship and from the environmental humanities, several scholars have critically engaged with ways in which the notion of the Anthropocene, as a current epoch marked by devastating human impact on the earth, necessitates a turn away from romantic conceptions of children and nature (Pacini-Ketchabaw & Taylor, 2015; Malone, Truong & Gray, 2017; Ritchie, 2015). This work supports an orientation towards critical and generative pedagogies that are firmly situated within the messy anthropogenic worlds that young children co-inhabit, and that take seriously the inseparability of nature and culture. Importantly, this work has also taken up the Anthropocene as a contested political marker of current times rather than a neutral scientific fact (Lloro-Bidart, 2016; Colebrook, 2016; Saldanha & Stark, 2016; Tuck & McKenzie, 2014). Taking up the political signification of the Anthropocene in early childhood education includes challenging the figure of the developing human child as future steward – a common trope of nature based education that is rooted in instrumental approaches to teaching and learning (Blaise, 2013; Lenz Taguchi, 2010; Taylor, in press). In addition, methodological attention to ‘how’ Anthropocene discourses manifest in early childhood settings and across disciplinary frameworks is important. How, for example, do environmental education practices materialize in schools and communities? In what ways do current environmental education practices affirm the capacity of students and/or reiterate deficit racialized discourses in schools? How might creative and critical practices ‘presence’ (Simpson, 2011) Indigenous land and communities in present place and time? </p><p>Building from these and other insights on the potential invigorations of bringing interdisciplinary perspectives into conversation with early childhood environmental education, this special issue invites further critical and creative interventions into questions of research and practice in early childhood. In this special issue, we invite papers that reconceptualize environmental education in ways that situate teaching and learning within current environmental precarities, intervene into dominant child-nature discourses, trouble normative methodologies, and unsettle the universalisms and omissions of the Anthropocene. In this regard, submissions are invited that are animated by, but not limited to:</p><ul><li>Black studies + environmental education + childhood</li><li>Black/immigrant childhoods in the Anthropocene</li><li>Indigenous land education + environmental early childhood education</li><li>Decolonizing place based early education</li><li>#WaterIsLife + childhood</li><li>Toxic pollutants + childhood entanglements</li><li>Discard studies + environmental education + childhood</li><li>Critical disability studies + environmental education + childhood</li><li>Queering childhood-nature relationships</li><li>Speculative practices + creative methodologies in environmental education</li><li>Material Technologies + Environmental Education + Childhood</li><li>Arts-based early childhood pedagogies for the Anthropocene</li><li>Climate change + environmental early childhood education</li><li>STEM + the environmental humanities in early childhood education</li><li>Multispecies relations + childhood in the Anthropocene</li><li>Affect + Environmental Education + Childhood</li><li>Urban education + the Anthropocene</li><li>New Material feminisms + environmental early childhood education</li></ul><p>We seek submissions that push current boundaries of environmental education with young children by engaging interdisciplinary perspectives in critical, creative and generative ways while disrupting anthropocentric, deficit images of children and families. We welcome submissions in multiple formats, including qualitative and post-qualitative research articles, conceptual essays, digital media pieces, aesthetic works, reviews, and interviews. We also encourage submissions from educators working in early childhood settings for the <a href="/index.php/jcs/about/editorialPolicies#sectionPolicies">Ideas from Practice</a> section of the journal. </p><p>Submissions are due August 1, 2017. Please see the <a href="/index.php/jcs/about/submissions#onlineSubmissions" target="_blank">author guidelines</a> for submission preparation instructions. Please contact Fikile Nxumalo (fnxumalo@austin.utexas.edu) and Nikki Rotas (rotas@ualberta.ca) with any questions. </p><p> </p><p>References</p><p>Blaise, M. (2013). Activating micropolitical practices in the early years: (Re)assembling bodies and participant observations. In R. Coleman and J. Ringrose (Eds.) <em>Deleuze and research methodologies,</em> pp. 184–200. Edinburgh: Edinburgh UniversityPress.</p><p>Colebrook, C. (2016). ‘A grandiose time of co-existence’: Stratigraphy of the Anthropocene. <em>Deleuze Studies, 10</em>(4), 440-454.</p><p>Lenz Taguchi, H. (2010). <em>Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy</em>. New York, NY: Routledge.</p><p>Lloro-Bidart, T. (2016). A feminist posthumanist political ecology of education for theorizing human-animal relations/relationships. <em>Environmental Education Research, (23)</em>1, 111-130.</p><p>Malone, K., Truong, S., & Gray, T. (2017). <em>Reimagining sustainability in precarious times</em>. Singapore : Springer.</p><p>Pacini-Ketchabaw, V. & Taylor, A. (2015). (Eds.) <em>Unsettling the Colonialist Places and Spaces of Early Childhood Education.</em> New York: Routledge.</p><p>Ritchie, J. (2015). Social, cultural, and ecological justice in the age the Anthropocene: A New Zealand early childhood care and education perspective<em>. Journal of Pedagogy, (6)</em>2, 41- 56.</p><p>Saldanha, A. & Stark, H. (2016). A new earth: Deleuze and Guattari in the Anthropocene. <em>Deleuze Studies, 10</em>(4), 427-439.</p><p>Simpson, L. (2011). <em>Dancing on our turtle’s back: Stories of Nishnaabeg re-creation, resurgence, and a new emergence</em>. Winnipeg: Arbeiter Ring Publishers.</p><p>Taylor, A. (in press) Beyond stewardship: Common world pedagogies for the Anthropocene, <em>Environmental Education Research</em>.</p><p>Tuck, E. & McKenzie, M. (2014). <em>Place in research: Theory, methodology, and methods.</em> New York: Routledge.</p></td></tr></tbody></table>

The benefits of community environmental education outlined in environmental education literature are supported by the findings and implications of a research study undertaken in New Zealand. Evidence from a two-case case study suggests that environmental programmes guided by the key principles and practices of community environmental education, that is, public participation, environmental adult education and environmental communication, can produce effective environmental outcomes. Indeed, these cases indicate that the principles and practices of public participation provide a catalyst for genuine collaborative efforts between different organisations and local communities. Results also indicated that environmental adult education strategies can empower community members to critically evaluate local environmental issues, which in turn resulted in a commitment to improving the local environment. I thus argue in this paper that the principles and practices of community environmental education can provide benchmarks for cross-sectoral collaboration and assist communities in reaching environmental solutions.

The purpose of this study was to explore environmental education (EE) practices within elementary and secondary schools. Using complementary mixed-methods (survey and focus groups), we detail these practices in schools (n = 58) within one school district. Our findings are categorized according to classroom teaching conditions affecting EE, and whole-school perspectives of the supports and resources for EE in these schools. Our analyses reveal that while typical normative teaching and cultural constraints of schools are still evident (e.g. curriculum standards, school-level organization), there are identifiable practices involving administrators and teachers negotiating these challenges due to their personal commitment to schools and the environment. In particular was a provincial environmental certification program called Ecoschools supporting environmental educators’ initiatives at their respective schools. We conclude with a discussion of recommendations based on an interpretation of our findings in relation to the school reform literature on how to enhance EE in schools and propose future research opportunities.

Environmental education is a fundamental factor, enabling people to recognize nature and the environment. The preparation of pre-service pre-school teachers in the field of environmental education is an important area. However, quite often pre-service pre-school teachers are not sufficiently prepared in the field of environmental education, and especially how to integrate environmental education into the curriculum and everyday practice. From this point of view, it is rational to highlight their methodological position: how environmental literacy is understood, what topics are considered priority, what challenges and solutions are associated with the practice of environmental education. A complex qualitative and quantitative study was conducted, and the results of qualitative content analysis were obtained, quantifying category frequencies. The study was conducted in January-March 2025. Students from two Lithuanian universities participated in the survey (Vilnius, <i>N</i> = 45; Klaipeda, <i>N</i> = 19). Data were collected anonymously, using four open-ended questions, and the verbal data obtained were coded into semantic units, subcategories, and categories. The quantitative and qualitative parts of the research were analyzed and presented separately, ensuring methodological coherence and allowing for a more comprehensive interpretation of the findings. The results showed that the concept of environmental literacy is dominated by cognitive/value education, followed by environmental behaviors, environmental thinking development, and emotional-social interaction. The most relevant issues were considered to be environmental problems, especially climate change, pollution, consumption, and ecosystem degradation. Meanwhile, the integration of environmental education was considered as necessary, emphasizing practical and experiential activities. There remains a need to consistently strengthen the content of studies, systematically integrate education for sustainable development, and increase the share of practice and community cooperation, so that preschool institutions purposefully educate responsible, conscious, and sustainable children.

This article presents the results of a survey of primary managers and teachers to assess the relationships between experience, attitudes and practice in science and environmental education. Analysis, from a concerns theory perspective, shows that science, by virtue of its high National Curriculum status, has progressed to collaborative and refocusing concerns with substantial management support, whilst environmental education, in spite of perceived importance, remains at the status of personal concerns, due to insufficient pragmatic management support and pressure to cover National Curriculum subject content. Four broad groups of attitudes towards science and environmental education are identified which highlight the relationship between experience, attitudes, practices and views of science and corresponding practices and attitudes relating to environmental issues and education. The significance of this to science and environmental education is discussed.

In this article, we describe a large-scale data collection effort about the environmental learning field in Maine. This approach utilized a stakeholder engagement process which included over 600 project managers, educators, and school administrators from both formal and informal education settings. Our focus on collecting data about specific environmental learning projects allowed us to analyze alignment with a selection of best practices in environmental education drawn from NAAEE’s K-12 Guidelines for Excellence. We highlight the characteristics of “high-mastery” projects – those most aligned with the targeted best practices in environmental education – and describe implications for supporting growth of the environmental learning field in Maine moving forward and equitable access to quality programming for youth.

This work aims to analyze the challenges and opportunities encountered in the practice of environmental education in the Amazonian context, adopting a legal-constitutional approach. The methodology used consists of a literature review and critical analysis of studies, laws, and legal documents related to environmental education and environmental protection in the Amazon region. The originality and relevance of this study lie in filling a theoretical gap by investigating how the legal-constitutional approach can contribute to the effectiveness of environmental education in the Amazon. Furthermore, the addressed theme holds great academic and social significance, considering the importance of the Amazon region for global biodiversity and the fundamental role of environmental education in awareness and environmental preservation. The main results indicate the need for greater integration between legal-constitutional aspects and the practice of environmental education in the Amazon region. The legal approach contributes to strengthening legal instruments for environmental protection and promoting greater awareness and engagement of society in preserving the Amazon. The theoretical and methodological contributions of this study are related to understanding the importance of the legal-constitutional framework as a fundamental support for the effectiveness of environmental education. Additionally, the social and environmental implications are significant, as effective environmental education can promote public awareness and encourage sustainable practices, thereby contributing to the preservation of the environment and sustainable development of the Amazon region.