Vol. 01 No. 03 (2007)

• AmbientalMente Sustentable número completo

  Ambientalmente Sustentable

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  DOI: https://doi.org/10.17979/ams.2007.01.03.904

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• Presentación do número

  Ambientalmente Sostentable

  5-6

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  DOI: https://doi.org/10.17979/ams.2007.01.03.894

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Theoretical frameworks

• Environmental complexity

  Enrique Leff

  7-17

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  The approach to environmental complexity in this text dissociates itself from the notions of physis generativity, the ecologization of the mind, the sciences of complexity, interdisciplinary methods and complex thought. Environmental complexity is conceived from the perspective of a crisis of knowledge, the objectification of the world, the intervention of knowledge about nature, and the appearance of hybrid entities that go beyond the traditional meaning of ontology and epistemology. Environmental rationality is based on a new meeting of the real and the symbolic, on the resignification of the world and nature, on a network of relationships of otherness among beings, and on a dialogue of knowledge, where the being is reconfigured, its identities are reconstituted, and new social actors are created within a policy of difference guided by the desire for knowledge and justice in the social reappropriation of the world and nature.

  DOI: https://doi.org/10.17979/ams.2007.01.03.895

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• Biografía e Identidade: Aportes para uma Análise Narrativa

  Isabel Cristina Moura Carvalho

  19-31

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  This article discuss the resources offered by the biographic methods about life trajectory analysis, particularly by the contributions of hermeneutic think, focusing the works by Paul RicoueR (Time and Narrative) and GadameR (Truth and method) on the interrelations between the experience and its symbolic articulation in the auto-relates, understanding as narrative way. These theoretical and methodological considerations are contextualizing, in several times in the article, having as reference a study previously realized about trajectories in the environmental field, research locus where this methodological view was applied.

  DOI: https://doi.org/10.17979/ams.2007.01.03.896

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Trajectories and challenges

• A Educación Ambiental como investigación educativa

  José Antonio Caride Gómez

  33-55

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  In just over thirty years, Environmental Education has accumulated a vast array of contributions in the form of thought-provoking discourse and practice for educational research, an area which is, in spite of its achievements, still an emerging field. In this sense, through arguments stemming from the ecological crisis, the complexity of environmental know-how and the search for pedagogical alternatives to the severe problems affecting us as societies and civilisations, research within this area —at the meeting point between Educational Sciences and Environmental Sciences, with their respective scientific communities— has placed us over and over again before topics, strategies and methods which reveal a permanent epistemological, conceptual and empirical flexibility. And this is not just a consequence of the changes that have been observed in the way we read and interpret the interface between education and environment, an interface which is further complicated by the current controversy between Environmental Education and Education for Sustainable Development. It is also related to the scientific, academic and even ideological meanings involved in such an interface for both people and processes of social change. This will be the focus of attention in the present paper.

  DOI: https://doi.org/10.17979/ams.2007.01.03.897

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• Programas formativos no CEIDA baseados na participación dos axentes implicados

  Araceli Serantes Pazos Carlos Vales Vázquez

  57-67

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  Significative learning, changes in habits and behaviours, commitments and actions in favour of the environment are more likely to be successful and lasting if the people at which they are aimed are active participants, and not merely recipients. This essay reflects on the processes of participating in training, based on two activities carried out by CEIDA, which involved sharing experiences and reflecting together on the problems that currently affect the different sectors.

  DOI: https://doi.org/10.17979/ams.2007.01.03.898

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Resources and social tools

• Comunicación. A chave do éxito dunha área protexida

  Victor A. Fratto

  69-75

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  In protected areas, communication takes place on three levels: internal, with those who work in the area; ex situ, with those who live in the area; and, finally, in situ, with the visitors that come in their free time. To manage an area, it is necessary to develop a plan; communication through the different tools available (regular information sessions, environmental education programmes, advertising campaigns in the media, heritage interpretation, etc.) plays a vital role in the management of the territory.

  DOI: https://doi.org/10.17979/ams.2007.01.03.899

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• A visión psicodélica dos equipamentos para a educación ambiental

  Clotilde Escudero Bocos

  77-87

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  This essay describes the facilities available for environmental education in the Spanish state, according to the data provided by the voluntary register kept since 1994 by the National Centre for Environmental Education (Centro Nacional de Educación Ambiental, CENEAM), made public through its Resource Guide (Guía de Recursos). The data shows that there are reasons to be optimistic (the number of facilities, the range of target audiences, the resources and processes available to define quality); reasons to be confused (the debate over typologies and the lack of regulations), and also reasons to be discouraged (the educator/user ratio, the updating of subject areas, or the working conditions).

  DOI: https://doi.org/10.17979/ams.2007.01.03.900

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• Un centro de documentación ambiental ao servizo da educación ambiental e da conservación do medio ambiente

  Natalia Neira García Ana Belén Pardo Cereijo Verónica Pajón Jacobe

  89-97

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  The Domingo Quiroga Documentation Centre (Centro de Documentación Domingo Quiroga) is an institution specializing in the environment which, in the beginning, modelled itself on the documentation management system used by the CENEAM (National Centre for Environmental Education). The areas in which it specializes are Environmental Education, Sustainable Development and Conservation. The development of the Centre went through two different stages: during the first, work was oriented towards classifying and cataloguing its funds; during the current stage, besides the usual documentation work, it offers services such as the production of electronic newsletters summarizing the Centre’s latest acquisitions, which allow users to be better informed. The Centre is also part of the Network of Environmental Information and Documentation Centres (Rede de Centros de Información e Documentación Ambiental, RECIDA), which links environmental documentation professionals from most of the autonomous regions in the state.

  DOI: https://doi.org/10.17979/ams.2007.01.03.901

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Bank of best practices

• Estimación da pegada ecolóxica en dous Centros da Universidade de Santiago de Compostela, e posibles implicacións educativas

  Ramón López Rodríguez Noelia López Álvarez

  99-117

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  The University of Santiago de Compostela, through a Sustainable Development Plan, assumes the commitment to incorporate measures towards an educational and researching activity that is developed under sustainability criteria. And to promote among the members of the university community the sense of responsibility and environment improvement. This is the reason why the completion of a study about the ecological footprint of the year 2005 associated to two teaching institutions of the USC (the University School of Primary Education in the Campus of Lugo and the Faculty of Economics and Business Administration in the Campus of Santiago) is promoted.

  The work methodology is based on the studies of Rees and Wackernagel (1996) and on other studies developed in Spain. Its aim consists in estimating the surface of Galician forest necessary to assimilate the CO2 emissions that can be associated to electrical consumption, gas-oil consumption, paper consumption, water consumption, mobility, and building construction.

  The results reveal that the Faculty of Economics and Business Administration would need a total of 463.58 ha/year of Galician forest to be able to assimilate the CO2 emissions associated to its academic activity (344 times its own surface); and the University School of Primary Education of Lugo would need a total of 115.57 ha/year (192 times its own surface). Finally, the study analyzes the improvement options in the studied areas.

  DOI: https://doi.org/10.17979/ams.2007.01.03.902

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• O Proxecto de educación ambiental “Climántica ”

  Franciso Sóñora Luna

  119-140

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  Climántica is an environmental education project that approaches all environmental problems in relation to climate change. It represents one of the four pillars on which the Galician Action Plan against Climate Change (Plano Galego de Acción contra o Cambio Climático) is based (see figure 1). The remaining three pillars are mitigation, research and adaptation. It started with the publication of eight books structured as teaching units, the first of which deals generally with the issue of climate change. The other seven books cover energy, waste, the water cycle, biodiversity, the territory, the rural environment and the urban environment. These general teaching units fuel the entire project, and their contents are the bases for comic strips, magazines, documentaries, and multimedia resources for autonomous learning through the website, www.climantica.org.

  This project is aimed at the general public through the website, where besides having access to all educational contents, visitors also have the opportunity to ask questions, give their opinions and participate in discussions through a blog. However, the starting point is secondary education, since the authors teach at this level and consider it a key stage to begin a thorough scientific study of such a global, complex and interdisciplinary issue. For the time being, the approach in primary education is to appeal to children’s imagination through comic strips, animated short films and educational video games. University education is another area, which will be targeted in the coming academic year.

  DOI: https://doi.org/10.17979/ams.2007.01.03.903

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