Experiences with environmental education through no formal education: the case of School State Elementary Education Dr. Honorato de Souza Santos
DOI:
https://doi.org/10.5902/223613087229Keywords:
Non-formal education, Agricultural extension, EnvironmentAbstract
This study demonstrates the relationship between environmental education and non-formaleducation and its impact on basic education, describing the experience of Arquitetos do SaberProject, specifically environmental workshops involving children in the State School of ElementaryEducation Dr. Honorato de Souza Santos, in the Passo D'Areia, Cachoeira do Sul, RS. Themethodology used for the development of this project was descriptive research, supported by theUniversidade Federal de Santa Maria (UFSM), inserted into the Institutional Project UFSM /Technology Social inclusion: citizenship, environmental education and agroecology, funded byCAPES Proclamation No. 033/Novos Talents 2010. The practice of non-formal education refer tothe concept of symmetry discursive, through dialogues and prioritize social inclusion of thestudent in the pedagogical action provided through workshops on medicinal plants andenvironmental education in order to socialize and build new knowledge about medicinal plantswith the school community. The results allowed the students the awareness regarding theunderstanding and theoretical aspects around the non-formal education, in relation to basiceducation - bringing benefits to the strengthening of educational activities involving citizenshippractices, agroecology and environmental education aimed at young people. Environmentaleducation in a practical way with children proves to be a valid alternative learning, whereknowledge exchange is the key element of the study.
Downloads
References
ALVIM, N. F. et al. O uso de plantas medicinais como recurso terapêutico: das influências da formação profissional às implicações éticas e legais de sua aplicabilidade como extensão da prática de cuidar realizada pela enfermeira. Revista Latino-Americana de Enfermagem, mai/jun, 2006.
CAVALCANTE, M. B. O papel da educação ambiental na era do desenvolvimento (in)sustentável. Educação Ambiental em ação. n. 36, 2011, ISSN 1678-0701. Disponível em: http://www.revistaea.org/artigo.php?idartigo=1018&class=02. Acesso em: 5 nov 2012.
FREIRE, P. Educação como prática da liberdade. 17.ed. Rio de Janeiro: Paz e Terra, 1979.
FREIRE, P. Extensão ou comunicação?. 13. ed. São Paulo: Paz e Terra, 2006.
GADOTTI, M. A questão da educação formal/não-formal. Institut International des Droits de l’enfant (IDE). Sion, Suisse: 2005.
GOHN, M. G. Educação não-formal, participação da sociedade civil e estruturas colegiadas nas escolas. Ensaio: avaliação de políticas públicas educacionais. Rio de Janeiro, v.14, n.50, p. 27-38, jan./mar. 2006.
GOHN, M. G. Educação não-formal e o educador social: atuação no desenvolvimento de projetos sociais. São Paulo: Cortez. Coleções questões da nossa época. v.1. 2010. 103p.
GONÇALVES, M. A. S. Teoria da ação comunicativa de Habermas: Possibilidades de uma ação educativa de cunho interdisciplinar na escola. Educação & Sociedade, ano XX, nº 66, abr.1999.
JACOBI, P. R. Educação ambiental, cidadania e sustentabilidade. Cadernos de Pesquisa, n. 118, mar. 2003.
JACOBI, P. R. Educação Ambiental: o desafio da construção de um pensamento crítico, complexo e reflexivo. Educação e Pesquisa, São Paulo, v. 31, n. 2, p. 233-250, maio/ago. 2005.
SOARES, I. de O. Caminos de la educomunicación: utopías, confrontaciones, reconocimientos. Nomadas, Universidad Cental, p.194-207. Bogotá, 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.
