Vol. 25 No. 2 (2018)

The article tries to expose an initial effort to approach the propositions about Post Normal Science (PNC) and its extended community of pairs with some chosen notions of management of protected areas (PA) in Brazil, especially observing its two main instruments, the management plan and the participative council. On the one hand, the idea of ​​PNC leads to an understanding that scientific knowledge and its validation by a community of peers strictly linked to science alone would not be enough to respond to the increasingly common challenges of a reality - especially social and environmental - unstable, uncertain, complex and sometimes incomprehensible, thus requiring an approximation and dialogue between science and politics. In other hand, management plans are seen as constructions based on articulated scientific knowledge, to a lesser or greater extent, consciously or unconsciously, with essentially political decisions, either by the circumstances in which they are produced or implemented, or because of historical contexts , economic, cultural and social and environmental in which they are realized. The other focussed PA management tool, the participative council, emerges in this reflection as a potential space to shelter the expansion of the community of peers in the elaboration of plans that recognize the complexity of the reality that surrounds the PA. Using a literature review on PNC and based on aspects of the debate on the elaboration of management plans and participaptive councils of PA, the work seeks to identify points of contact between the two discussions, aiming to answer a question: what initial approximations are possible between the PNC proposal and socioal and environmental contexts especially linked to PA management?

The 4th generation Environmental Education is the framework for analysis and reflection on one of the most invisible and terrifying problems: the violent and cruel murder of women who protect the environment. We speak of environmental feminicide because there is a common pattern: companies and governments that try to exploit natural resources or exploit natural spaces with industrial or agro-industrial initiatives in territories populated by agricultural, indigenous communities or with little political-social relevance and who end up assassinating women who They lead movements to defend the territory and to oppose such initiatives. We present an interpretive and collaborative exhibition prepared by the students of 1st Social Education at the University of A Coruña, who, from an ecofeminist and ecosocial perspective, tried to publicize the struggle of so many women who brutally killed to defend the land and also for being women.

The article explores the role of ecofeminist movement in the development of Environmental Education, its background, its definition and the Spanish women that represent this movement.
In the 70s, coinciding with the time when the term Environmental Education was coined, the ecofeminist movement was born at the hands of French Françoise d'Eaubonne. Investigating the information of the Spanish ecofeminist voices, it is intended to analyse the origins and consequences of ecofeminism in society and its impact on the history of Spanish EE.
There are many women who actively carried out an arduous struggle for the protection of the environment and nature and for the manifestation of the importance that the natural environment had in the educational context. A clear example were sisters Blanca and Clotilde Catalán or Leonor Serrano Pablo and Gloria Giner de los Ríos. At the present, the ecofeminists Alicia Puleo and Yayo Herrero stand out.

This study is the result of a research on education for the water resources developed by the project "Environmental Implications in the teaching-learning process", supported by the Program "Education Observatory", from CAPES, along public schools of the Complexo do Alemão, Rio de Janeiro. Its primary focus was to contribute to the awareness and attitude change of the students of the Basic Education Cycle in what regards the protection and preservation of the water resources. The experiment was accomplished through workshops with environmental education practices developed to the preservation and conservation of the water, through "interdisciplinary teaching techniques" such as games and mural paintings, which served to retrieve previous knowledge and introduce new content on the preservation and protection of water. It was showed that the Environmental Education has a strong mobilizing power and that the Basic School must keep the space for other networks of interaction open, thus allowing expanding the possibilities for the learning and training of the students, adding to their content and regular practices new values and new forms of approach.

The social and economic changes throughout the population have brought many benefits in this regard, but at the same time, it has also resulted in a series of environmental problems (deforestation, pollution, etc.). The best way to transmit Environmental Education is through its educational systems -and together with families–, thus giving it importance from the first stages of human growth. It’s very important to take into account the knowledge of teachers (and future teachers) on this issue. For that reason, the objective of this study is to know the conceptions that the future teachers of Primary Education have regarding recycling. The study was developed between the 2015-2016 and 2017-2018 courses and 329 students of the Primary Education Degree participated. A questionnaire composed of eight questions (five open and three closed) was used as a data collection instrument. The results show that, despite the good intentions shown by the participants, they still have ignorance and bad habits about recycling. In this sense, the need to incorporate sustainability into university education in general, and teacher training in particular, is evident.

To understand the major challenges facing the world and respond to them - poverty, climate change, water and food security, loss of biological and cultural diversity, rapid urbanization and desertification - the MAB Program, through the its Global Biosphere Reserve Network (RMRB) and its regional and thematic networks, will strategically address the Sustainable Development Goals (SDGs) through sustainable development initiatives in biosphere reserves, carried out in collaboration with all sectors of society, to ensure the well-being of populations and their environment.