THE REGULAR SCHOOLING AND THE FORMAL ENVIRONMENTAL EDUCATION: RISING, PRINCIPLES AND NORMATIVE ELEMENTS
The present essay aims to discuss the Environmental Education within regular school considering the historical path of its insertion and the main normative elements that rules it. For that, the study is divided in three sections. Firstly, before going to the Environmental Education's specifics, there's the concern of familiarizing the reader about the Brazilian formal education bringing, in the two first sections of the essay, laws and principles that guide the different levels and modalities of education. Following, in the three last sections, discussing Environmental Education, it gives attention to a brief historical background on the rising of this field of knowledge and then discussing the rules that regulate its practice in regular education. Lastly, it illustrates with some academic works a little bit of the school practice in Environmental Education realized by some different levels and modalities of teaching within the country.
A EDUCAÇÃO AMBIENTAL NOS PROJETOS POLÍTICO-PEDAGÓGICOS DAS ESCOLAS MUNICIPAIS DE ENSINO FUNDAMENTAL DA CIDADE DE ARARAQUARA/SP
Nesse artigo descrevemos e analisamos as propostas de Educacao Ambiental contidas nos Projetos Politico-Pedagogicos (PPP) de oito escolas de Ensino Fundamental da rede municipal de Araraquara, Estado de Sao Paulo. Com a finalidade de detalhar as referencias sobre os temas e as atividades relacionadas a Meio Ambiente contidas nos PPP, foi elaborado um roteiro e as informacoes obtidas foram separadas em duas categorias: a) conteudos e atividades; b) fundamentos teoricos. Observou-se que, embora sete dos PPP apontem trabalhos com a tematica ambiental, eles nao trazem indicacoes que permitam identificar fundamentos teoricos e nmetodologicos para as acoes programadas.
Fieldwork in geography teaching: A critical review of the literature and approaches
Abstract Virtually all lecturers in geography recognise the importance of fieldwork as a vital mode of teaching in the subject. This paper draws on material produced as part of a HEFCE review of teaching and learning in the field and assesses the implications of recent changes in higher education for field studies in geography. The literature on the development of, and recent changes in, fieldwork practice is reviewed and assumptions about appropriate forms of teaching and assessment are challenged. The need for carefully integrated preparation of project‐orientated fieldwork is stressed and the importance of debriefing and feedback after field visits is emphasised. Various suggestions for guidelines on good practice are presented. Finally, a range of future issues and problems in fieldwork is identified and discussed.