Vol. 01 No. 09-010 (2010)

• Traballo en rede desde a educación ambiental - número completo

  Ambientalmente Sustentable

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  DOI: https://doi.org/10.17979/ams.2010.01.09-010

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• Presentación do número

  Conselo de Dirección

  5-6

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  DOI: https://doi.org/10.17979/ams.2010.01.09-010

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Theoretical frameworks

• In search for environmental education sustainability

  Varios autores

  7-35

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  The concepts of identity, community, dialogue, power of acting and happiness are the five pillars which, in the understanding of the Laboratory of Education and Environmental Policy (OCA) of the Superior School of Agriculture “Luiz de Queiróz” of the University of São Paulo (ESALQ/USP), promote the sustainability of educational processes. Such concepts have been reviewed here in the light of transdisciplinary approaches and interwoven by the group of OCA researchers throughout one year of collective studies. The concept of community has been brought about in dialogues with Boaventura de Souza Santos, Manuel Castells, Zygmunt Bauman, Carlos Rodrigues Brandão and Enrique Leff’s texts, among others. The search for the communitarian sense, from Collective Educators’ networks committed to the construction of sustainable societies, is the expression of a radically inclusive democracy, with governance and governability pacts which guarantee the strengthening of collective and individual identities. In face of identities threatened by globalization and many multi-identities and individualisms forged by modernity, Environmental Education searches for, in individual-planet dialectics and in I-Thou dialogue put forth by Martin Buber, to inquiry into mutual perceptions, which allow the flow of meaning and the acknowledgement of our basic presuppositions, as approached by David Bohm. The unfolding exercise outlined by Eda Tassara inserts the subject into the social context as an educational agent, empowered politically to emancipatory social transformations, as dealt with by Paulo Freire. The subject’s power of acting, consequent to this pro cess, arises from their collective participation in the so called “good encounters”, under Espinosa’s eyes, resulting in the so pursued happiness. Happiness, in its turn, is considered as an outcome of the expression of three components: pleasure, originated in engagement, but with a meaning. Here such meaning is comprehended in the knowledge confluence and cultural exchange between West/East, in which the cultivation of values/virtues give rise to the liberating, unifying and transforming silence, as in Krishnamurti’s words. Finally, with Fernando Pessoa’s verses, this conceptual cycle ends where it first started, where love is not-thinking, and whenever we feel in totality is that we will be able to, one day, know happiness. .

  DOI: https://doi.org/10.17979/ams.2010.01.09-010

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• Environmental Sustainability: An anthropocentric or biocentric Vision?

  Fabíola Ferreira Zulmira Áurea Cruz Bomfim

  37-51

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  The anthropocentric culture governs much of the world dictating modes, fashions and concepts. The anthropocentrism as dualistic conception of the world is based on supposedly objective and real separation between man and nature, body and mind. In this movement we are facing the unsustainability of this paradigm leads us to other ways of perceiving existence: biocentrism, life as a referral center and to overcome these dichotomies. This article addresses the sustainability issue, pointing to the biocentric ethics as a possibility of realignment (circular) to build routes that add to the perception of man as part of nature and not as its owner. It is our goal to show some concrete ways of building sustainability guided by a biocentric ethics

  DOI: https://doi.org/10.17979/ams.2010.01.09-010

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• Environmental education and new social movements: Contributions to educational change

  M. Mar Rodríguez Romero Araceli Serantes Pazos

  53-79

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  This article explores the link between environmental education and educational change taking in consideration the discourse community of cultural politics. Actions promoted by new social movements such as ecology and anti globalization configure this discourse community. New social movements have provoked a shift of the subject and their socio-cultural relations producing the politicization of the daily life and private space: the appearance of the life politics. This turn can be seen as an opportunity for building new ways of doing non-political policy. It is presented a set of experiences that illustrate new scenarios of emancipation in the environment and cultural spheres, where environment education initiatives are able to offer lessons applicable to educational change. Environmental education has the challenge to facilitate educational change transforming life styles but as with social movements, it must link the personal revolution with the transformation of politics, social, cultural and economic conditions.

  DOI: https://doi.org/10.17979/ams.2010.01.09-010

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Trajectories and challenges

• Research, education and transfer: a partnership for the preservation of migratory beach birds and their habitats in the Estuary of the River Gallegos (South Patagonia, Argentina)

  Carlos Albrieu Silvia Ferrari Germán Montero

  81-97

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  Migrant shorebirds are very sensitive to habitat changes, due to their dependence on a limited number of sites during their long migrations, where they concentrate in large numbers at a given moment. Thus, they require habitat management strategies, like the protection of critical areas and, especially, raising the awareness of the communities and in particular of the political decision-makers. In this context, the strategies and conservation actions taken during last ten years in the Gallegos river estuary are presented. This environment is of great value for these species, but it was being heavily impacted by the accelerated urbanization of the coast. The aim pursued was to modify the trend in the use of the coast and to improve the relationship between man and his environment. The work was carried out by means of an articulation with the governmental administrations, education sectors, individuals, and local and international NGOs. Among the results, the creation of two protected areas (provincial and urban), the enacting of a provincial Law of Conservation of Wetlands and Shorebirds, the recognition as Site of International Importance by the Western Hemisphere Shorebird Reserve Network, and its declaration as AICA/IBA Site stand out.

  DOI: https://doi.org/10.17979/ams.2010.01.09-010

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• FENIX project: weaving networks through a process of environmental education in Galicia

  Pablo Meira Miguel Pardellas

  123-140

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  The Galician Society for Environmental Education (SGEA) statutes declare, among other aspects, the need to create forums to facilitate the exchange of experiences in Environmental Education and the adoption of lines of activity and collaboration with other groups concerned about the environment. The Phoenix Project was a platform for diagnosing the status of Environmental Education in Galicia and the updating of the Galician Strategy for Environmental Education, which for four years worked as a networking process through the exchange of knowledge and comparing opinions. With the philosophy of networking the goal was to generate knowledge and its socialisation.

  DOI: https://doi.org/10.17979/ams.2010.01.09-010

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• Learning to appreciate water resources. The experience of introducing the topic of water management into a Mexican secondary school based on geomantics

  Tania Morales Reynoso Emmanuelle Quentin Minerva Manzanares Ramírez

  141-155

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  The subject of water has led the worldwide population to awaken to de issue of liquid´s scarcity throughout the world, and how day by day it worsens, leading this problem to be seriously investigated. The integrated management of water has been the way for her issue, insufficiency and distribution within the holistic process in a global solution as any decision referent to water. For this reason, this research give us the results of the introduction to the basic concepts of the integrated management of Water in to Junior High School´s educative programs, as an important tool of knowledge supported in the Geographic Information Systems (GIS), as a part of the pedagogical instrument to learning for students and teachers who work with knowledge in Geographic, Ecology, Education and Sustentability.

  DOI: https://doi.org/10.17979/ams.2010.01.09-010

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• The International Portuguese-speaking Countries Children and Youth Conference: one experience, multiple challenges

  Joana Amaral

  99-121

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  From April 2009 to June 2010, the Community of Portuguese-speaking Countries carried out the preparatory stages for the International Children and Youth Conference (Confint), held in Brasilia from 5 to 10 June 2010, under the co-ordination of Brazil’s Ministry of Education, in the eight Member States (Angola, Brazil, Cape Verde, Guinea-Bissau, Mozambique, Portugal, São Tome and Príncipe and East Timor). The Confint is an educational campaign in a constructivist process in which participants meet and deliberate on the topics proposed, focusing on Climate Change, and choose representatives aged between 12 and 15 who are then responsible for young people’s caring for their communities at schools and in different regions and capitals.

  This article aims to describe the different stages carried out in the context of the CPLP (Community of Portuguese-speaking countries), beyond analysing the process based on criteria drawn up by the International Observatory of Participatory Democracy. Throughout this year of work, many lessons were learned: realising the importance of reinforcing institutions, respect for and assessment of cultural, ethnic and educational wealth and unique characteristics, different ways of thinking and acting etc. We are convinced that there is not just one truth or truths to teach; there is a process and we have to share and talk.

  DOI: https://doi.org/10.17979/ams.2010.01.09-010

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Resources and social tools

• Tourism in the African insular environment: a comparative analysis of impacts

  Brígida Rocha Brito

  157-177

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  Between 2007 and 2010, a comparative study was conducted at Centre for African Studies (ISCTE-IUL) on the subject of “The Tourism Impact in the community development in Africa: Analysis of Insular Experiences”, that was centered on two island countries, Cape Verde and Sao Tome and Principe.

  Despite the international level, considering that tourism is a sector on intense and accelerated gro wth that is evidenced by indicators and statistics, the impacts can not always be defined as promoter of development(s) in the logic of sustainability, in particular if the analysis focuses two main levels: the socio-cultural and the environmental.With this study, the research team sought to present a contribution towards a better understanding of different, and sometimes contradictory, local impacts of tourism, highlighting the potential factors without forgetting the undesirable effects.

  DOI: https://doi.org/10.17979/ams.2010.01.09-010

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Bank of best practices

• Rediscovering the Atlantic Forest. Experiences of a Teacher Training Pro gram in the Region of Golden Lion Tamarin, Brazil

  Patricia Mie Matsuo Nandia de Magalhães Xavier Menezes Aline Lopes Ferreira Bouckorny Ruan das Flores de Azevedo

  179-192

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  Rediscovering the Atlantic Forest is an in-service teacher training program in environmental education, carried out by the non-governmental organization Associação Mico-Leão­Dourado since 2003. The target public of this training is teachers from municipalities within the current range of golden lion tamarins in Rio de Janeiro State, Brazil. The methodology has two phases: 1) participation of periodic course session, and 2) implementation of educational projects planned by teachers during the course sessions. To date we have conducted the training for three cohorts, with the capacity building of 50 teachers and participation of approximately 1.500 students of Silva Jardim and Rio Bonito municipalities. The teachers carried out 300 educational projects about the themes: physical characteristics, flora, fauna, threats, conservation actions and water resources

  DOI: https://doi.org/10.17979/ams.2010.01.09-010

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• Almost three years with the FEEA

  Javier Mansergas

  183-197

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  The Forum for Ecological Education and Action - FEEA - is the result of the combined efforts of representatives from various regional Environmental Education Associations working in Spain. In this article, the origins and constitution process are briefly presented, together with the goals and lines of work.

  DOI: https://doi.org/10.17979/ams.2010.01.09-010

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Documents

• Vamos Cuidar do Planeta

  Carta das Responsabilidades

  199-202

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  Vamos Cuidar do Planeta

  DOI: https://doi.org/10.17979/ams.2010.01.09-010

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