Por uma educação planetária: produzindo sentidos e significados às práticas pedagógicas na educação infantil

Authors

  • Diana Vandréia dal Soto Universidade Federal de Santa Maria, Santa Maria, RS

DOI:

https://doi.org/10.5902/223613087670

Keywords:

Early Childhood Education, Pedagogical Practices, Environmental Education

Abstract

This text, written in the year of 2010, presents an experiment with a group of preschool children's in the Education Unit Ipê Amarelo, of Federal University of Santa Maria/Brazil. Explains the possibilities of working with the environmental education in early childhood education, with a view to the construction of pedagogical practices designed for and with children. In this proposal, the child is active participant of educational processes. The teacher is a mediator, interconnecting the knowledge of the reality of children to the scientific knowledge, which helps in expanding their perceptions about her environment, and on the interrelations that happen in this environment, building a critical observer look and care about life on Planet Earth.

Downloads

Download data is not yet available.

Author Biography

Diana Vandréia dal Soto, Universidade Federal de Santa Maria, Santa Maria, RS

Pedagoga, Especialista em Educação Ambiental (CCR/UFSM), Especialista em Gestão Educacional (CE/UFSM) e Mestranda no Programa de Pós Graduação em Educação (CE/UFSM).

References

BARBOSA, M. C. S.; HORN, M. da G. S. Projetos na educação infantil. Porto Alegre: Artmed, 2008.

BRASIL, Ministério da Educação. Diretrizes Curriculares Nacionais para a Educação Infantil. Secretaria da Educação Básica, Brasília; MEC, SEB, 2010.

CONELL, J. Vivências com a Natureza. São Paulo: Aquariana, 2008.

LUZ, I. R. da. Relações ente crianças e adultos na educação infantil. In: Anais do I Seminário Nacional: currículo em movimento- perspectivas atuais, Belo Horizonte, novembro de 2010.

MELLO, S. A.; FARIAS, M. A. A Escola como lugar da cultura mais elaborada. In: Revista do Centro de Educação (UFSM), Santa Maria, V. 35, n.1, jan./abr. 2010.

WARD, H.; RODEN, J. As habilidades que os alunos devem ter para aprender ciência: habilidades processuais. In: W,H,...[et al.]. Ensino de Ciências. Porto Alegre: Artmed, 2010.

SCHIEL, D; ORLANDI, A. S. & RUFINO, S. F. (Org.) Explorações em ciências na educação infantil. São Carlos, SP: Compacta Gráfica e editora Ltda, 2010.

TIRIBA, Léo. Crianças da Natureza. In: Anais do I Seminário Nacional: currículo em movimento- perspectivas atuais, Belo Horizonte, novembro de 2010.

Downloads

Published

2013-04-07

How to Cite

Soto, D. V. dal. (2013). Por uma educação planetária: produzindo sentidos e significados às práticas pedagógicas na educação infantil. Monografias Ambientais, 11(11), 2426–2434. https://doi.org/10.5902/223613087670

Issue

REMOA, V. 11, N. 11, JAN.-ABR., 2013

Section

ARTICLES

License

Declaration

Available here

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.