Educação ambiental nas aulas de ciências, Marcos Reigota

In his first article (meu primeiro artigo) (1984), Marcos Reigota tells about his initiatic experience as Science teacher with children attending two primary schools located in two different areas of the metropolis of São Paulo, Brazil. The first area is affected by a growing industrialization and the problem of pollution becomes matter of discussion among the pupils; the second area is marked by the tertiary sector and is occupied by a favela (shanty town), where most of the children attending the second school live. In the lessons, the concept “think global-act local” is used to stimulate children to be aware of and concerned about global environmental problems as well as about the problems which affect their daily life.

 

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Friluftsliv and the Postmodern Mood, Bob Jickling

The promise of friluftsliv, it seems, is access to a sensuous world, and through this, access to home, an oikos. Yet while an outdoor life may be necessarily a part of that access it may not, by it self, be sufficient to appreciate the “spell of the sensuous” (Abram, 1996). What may be required is a more profound disruption of one’s ontological positioning. This paper relives a series of ontological experiments. The methodology is a form of lyric philosophy that seeks to engage the reader/observer with these experiments.
In the spirit of open creativity—written and artistic—I remain eager to revise the work through a continuation of these experiments. Thus I propose to make a small number of additional images that arise from spontaneous experiences during the walk and my attempts to develop these pictures in the field. Thus, I propose that a discussion of my paper and further art making would be integrated into a kind of walking workshop.

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The 5th World Environmental Education Congress, 2009: A Research Project

Bob Jickling, Lakehead University; Lucie Sauvé, Université du Québec à Montréal; LaurenceBrière, Université du Québec à Montréal; Blair Niblett, Lakehead University; Emily Root, Lakehead University, Canada

This paper contextualizes the 5th World Environmental Education Congress, discusses the theoretical underpinnings of the Congress theme, “Earth our Common Home,” and relates this theorizing to the research project that was woven through the Congress. The rationale for this research project was to invite Congress participants to have a say in co-constructing an image of environmental education and a vision for its shared future. The results of the study describe an ever-changing and increasingly complex field. They also suggest converging and diverging pluralities, which can provide critical traction for practitioners who wish to critically reflect on ongoing developments in environmental education.

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