Vol. 25 No. 1 (2018)

This article presents an analysis of Brazilian scientific production in open access journals on “Public Policies for Environmental Education”. Exploratory research was conducted in the internationally recognized Brazilian directory of open access journals SciELO, the biggest in Brazil. The authors indicated 17 specific articles on public policies for environmental education and identified: the main data about the journals that published them; the years with the most publications on the subject; the authors with the most articles published in the area and their institutional ties; the conceptual and methodological matrixes; the most explored subjects and theories; the  public policies, guidelines, actions, strategies, projects and programs for environmental education cited; and the international visibility of the articles. To do so they used the Content Analysis methodology. The purpose of the study was to outline the state of knowledge about public policies for environmental education in Brazil based on articles published in Brazilian scientific journals indexed in the SciELO directory. It concluded that scientific production on the subject is limited to a small number of publications in journals, making it increasingly important to develop theoretical-practical studies capable of informing environmental educators, the government and society in general aiming to strengthen activities, control and social participation.

Modernity privileged techniques, neglecting other subjective dimensions, such as human values, concepts of happiness, spirituality or feelings. In the labyrinth of excessive rationality, some people seek some way out that allows an escape from freedom, and existential reflections that are not limited to logic, but also in meanings, beliefs or spiritualities. Education can play a more integrating role, combining the dialogue between concepts and affections. The Norwegian Arne Naess postulated a deep ecology that would not be on the surface of things and changes, but that there would be more human involvement with nature, with spirituality and other dimensions marginalized by positivist logic. Through these principles of deep ecology and a dialogue with the Zen principles, we present and debate the Silence Project, which provides a set of meditative practices at school and university, culminating in a collective eight-hour dive, submerged in the Silence as a pact of the group. After these experiences, 23 interviews were carried out, which revealed the silence also as a form of communication between the human and the environment, between the Self and the Other phenomenological, as well as source of learning of a existencial search.

Natural disasters are events that can strongly affect the natural and anthropogenic environment, exceeding the self-healing capacity of the local community, and which generally have tragic consequences, with loss of human lives, socioeconomic losses and considerable environmental impacts. Thus, to prevent and minimize these negative impacts, several studies and projects have been developed, promoting education for sustainable development, contributing to the formation of more resilient communities and with a low level of vulnerability. This work was based on a survey to assess the level of knowledge of students in higher education about general procedures in case of emergency, and in the specific case of an earthquake, involving 2035 students from the Polytechnic Institute of Leiria (IPLeiria) in courses in different areas. The data obtained revealed that most students know the national emergency number, know how to identify the concentration zones, however only 25% demonstrate knowing how to react correctly in the event of an earthquake. The results are important for developing new strategies for reducing the vulnerability of communities, promoting an understanding of their role in reducing the risk of natural disasters, and the interaction and pertinence of environmental protection and strengthening of ecosystems to achieve this objective.

Protected natural areas are one of the main scenarios where Environmental Education (EE) processes are developed. In Brazil, these spaces are called “Conservation Units” (UCs), contexts in which it is intended to ensure the effective participation of local populations in management, in accordance with Brazilian legislation. The objective of this research is to contribute to the analysis and evaluation of participatory public policies developed in Brazilian CUs, specifically those of the Amazonian region. It is an exploratory and descriptive study and is based on the compilation of bibliographic and managerial information about public policies in the field of UCs and in a qualitative-quantitative analysis of data collected through two different surveys applied to different samples of experts. As a result of the analyzes carried out, different visions have been seen: the group of managers presented a more practical view of the factors that favor participation compared to experts who present more idealistic views about the factors evaluated. In this sense, it is recommended to increase the planning of public policies, promote qualified and continuous training of managers in participatory processes, increase the number of effective personnel of the UCs, promote participatory processes for their management, expand knowledge about the range of social actors that interact and promote processes of dialogue and conflict mediation.

The article shows the use of Heritage Interpretation in the museographic project of the air-raid Shelter of the Garriga Station, inaugurated in January 2018 and developed by the City Council. Also some of the techniques used and what you want to achieve with them. That is, an example of using the discipline with a heritage and stories, the Civil War, very sensitive. And, in addition, it also shows the role played by the community, the local community, in the project, both in its gestation and in its contents.

The presente article had two goals: to map the institutional conditions, politicies and contente that intervenes in public politics of enviromental education in Fernando de Noronha; e built a scenario with sugestion of actions principles and instruments of public politics in the enviromental education that strengthen the mutual commitment between school and others institutions in Fernando de Noronha, being able to subsidize other territories. Grounded in methdology of qualitative research dialogues with intervention research ethnographic. As main result in the spotlight is the fragility of articulation, cohesion and synergy of enviromental education actions in Fernando de Noronha in 2013. It is suggested the creation of a territorial Pedagogical Political Project as strategy to strengthen, formulate and implant public politics of enviromental education commited with the educational and educated enviromental territorry.

The 17 Sustainable Development Goals and the 169 goals we announced today demonstrate the dimension and ambition of this new Universal Agenda. They take into account the legacy of the Millennium Development Goals and seek to progress towards unfulfilled goals. They aim to guarantee the human rights of all and achieve gender equality and the empowerment of women and girls. They are integrated and indivisible and combine in a balanced way the three dimensions of sustainable development: economic, social and environmental.