Education and health: planting to environmental actions for children and caregivers at Home Acalanto - Santa Maria, RS
DOI:
https://doi.org/10.5902/223613083955Keywords:
Children, Environmental education, PlayfulAbstract
This study aimed to work activities of Environmental Education through playful with children with HIV / AIDS, attending and / or receive care at the Home Acalanto, Home Child Support HIV / AIDS in the city of Santa Maria, RS. Through the implementation of this project were made possible with the children living with HIV / AIDS moments of creativity, the fun way where they could express feelings and desires in different ways, thus allowing them to feel confident and valued, and provide the knowledge about the issues involving the environment and citizenship including its importance and care of future generations. It can also wake up and raise children in these attitudes and ideas can contribute to improving the quality of life and the environment. Thus, it should be emphasized that the recreational activities contribute significantly to the development of children's cognitive and social terms as well as those causing a change in habits and attitudes towards how they relate to the environment. Environmental education is characterized as a dynamic process and keeps a transformative practice that allows an understanding of the complex relationships between society and nature. Thus it is essential to their incorporation at all levels and modes of teaching and non-formal, since it is through education that the man turns and thus transforms society.
Downloads
References
ALVES, Rubens. A alegria de brincar. São Paulo: Ares Poéticos, 1994.
BRASIL. Constituição (1988). Constituição: República Federativa do Brasil. Porto Alegre: Ordem dos Advogados do Brasil, Estado do Rio Grande do Sul, 1988. BRASIL. Política Nacional de Educação Ambiental. Brasília, 1999.
BRASIL. Lei Federal n.º 6938 de 31 de agosto de 1981. In: Legislação Brasileira do Meio Ambiente. Organizado por Rogério Rocco. RJ: DP&A, 2002.
BRASIL. MINISTÉRIO DA SAÚDE. Programa Agenda Ambiental. Brasília – DF: Ministério da Saúde, julho de 2003.
BRASIL. MINISTÉRIO DA SAÚDE. Departamento de Atenção Básica. Saúde Bucal. Brasília – DF: Ministério da Saúde, 2006.
CANALKIDS. Disponível em: http//:www.canalkids.com.br. Acesso em: 09 out. 2009.
CRIANÇAECOLÓGICA. Teatro. Disponível em: http//:www.criancaecologica.sp.gov.br. Acesso em: 15 set. 2009.
DINELLO, Raimundo. Expression Ludico Creativa. Montivideo: Nuevos Horizontes, 2002.
FAJARDO, Elias. Se cada um fizer sua parte... ecologia e cidadania. Rio de janeiro: Senac Nacional, 1998.
FREIRE, P. Pedagogia da Autonomia: saberes necessários à prática educativa. Rio de janeiro: Paz e Terra, 1996.
FONSECA, Eneida Simões da. Atendimento escolar no ambiente hospitalar. São Paulo: Memnon, 2003.
KISHIMOTO, Tizuko Mochida. Brinquedo e Brincadeira: usos e significados dentro de diferentes contextos culturais. In: SANTOS, Santa Marli Pires dos (org.). Brinquedoteca: O lúdico em diferentes contextos. 4 ed. Petrópolis, RJ: Vozes, 1997.
LEEF, H. Saber ambiental sustentabilidade, racionalidade, complexidade, poder. Petrópolis, RJ, Vozes, 2001.
LIXO.COM.BR. Consciência sócio ambiental. Disponível em: http//:www.lixo.com.br. Acesso em: 9 out. 2009.
MEDINA, Nana; SANTOS, Elizabeth. Educação Ambiental: uma metodologia participativa de formação. Petrópolis, RJ: Vozes, 1999.
MORIN, E. Os sete saberes necessários à educação do futuro. São Paulo, Cortez, 2000.
MULLER, Andréia G. Brincando com a Educação Ambiental através dos sentidos: uma vivência na pré-escola. Monografia de Especialização em Educação Ambiental. Santa Maria: UFSM, 2005.
MULLER, Jackson. Educação Ambiental: diretrizes para a prática pedagógica. Porto Alegre, 2000.
PASSOS, C; SILVA, Z. Eu Gosto de Ciências: Programa de saúde. 3ª. Série. São Paulo: Companhia Editorial Nacional, 1994.
REIS, Tatiana Regina Sandy. Agricultura sustentável – mundo sustentável. Disponível em: http//:www.agriculturaorganica.xpg.com.br. Acesso em: 9 out. 2009.
SANTOS, Santa Marli Pires dos. O lúdico na formação do educador. Rio de Janeiro: Vozes, 1997.
SANTOS, Santa Marli Pires dos (org.). Brinquedoteca: A criança, o adulto e o lúdico. Petrópolis, RJ: Vozes, 2000.
UNIVERSIDADE DA ÁGUA. Disponível em: http//:www.uniagua.org.br. Acesso em: 15 set. 2009.
Downloads
Published
How to Cite
Issue
Section
License
Ethical guidelines for journal publication
The REMOA is committed to ensuring ethics in publication and quality of articles.
Conformance to standards of ethical behavior is therefore expected of all parties involved: Authors, Editors, Reviewers, and the Publisher.
In particular,
Authors: Authors should present an objective discussion of the significance of research work as well as sufficient detail and references to permit others to replicate the experiments. Fraudulent or knowingly inaccurate statements constitute unethical behavior and are unacceptable. Review articles should also be objective, comprehensive, and accurate accounts of the state of the art. The authors should ensure that their work is entirely original works, and if the work and/or words of others have been used, this has been appropriately acknowledged. Plagiarism in all its forms constitutes unethical publishing behavior and is unacceptable. Submitting the same manuscript to more than one journal concurrently constitutes unethical publishing behavior and is unacceptable. Authors should not submit articles describing essentially the same research to more than one journal. The corresponding author should ensure that there is a full consensus of all co-authors in approving the final version of the paper and its submission for publication.
Editors: Editors should evaluate manuscripts exclusively on the basis of their academic merit. An editor must not use unpublished information in the editor's own research without the express written consent of the author. Editors should take reasonable responsive measures when ethical complaints have been presented concerning a submitted manuscript or published paper.
Reviewers: Any manuscripts received for review must be treated as confidential documents. Privileged information or ideas obtained through peer review must be kept confidential and not used for personal advantage. Reviews should be conducted objectively, and observations should be formulated clearly with supporting arguments, so that authors can use them for improving the paper. Any selected referee who feels unqualified to review the research reported in a manuscript or knows that its prompt review will be impossible should notify the editor and excuse himself from the review process. Reviewers should not consider manuscripts in which they have conflicts of interest resulting from competitive, collaborative, or other relationships or connections with any of the authors, companies, or institutions connected to the papers.
