Integration of Distinct Educating Spaces and Their Potential for a More Comprehensive Environmental Education Work

Autor/inn/en	Iared, Valéria Ghisloti; de Oliveira, Haydée Torres
Titel	Integration of Distinct Educating Spaces and Their Potential for a More Comprehensive Environmental Education Work
Quelle	In: International Electronic Journal of Environmental Education, 2 (2012) 2, S.129-148 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-0329
Schlagwörter	Environmental Education; Ethics; Educational Practices; Social Responsibility; Foreign Countries; Interviews; Elementary School Teachers; Teacher Attitudes; Outdoor Education; Urban Areas; Gardening; State Universities; Agricultural Education; Aesthetics; Conservation (Environment); Learning Activities; Parks; Plants (Botany); Participation; Questionnaires; Brazil + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Ethik; Bildungspraxis; Soziale Verantwortung; Ausland; Interviewing; Interviewtechnik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Freiluftunterricht; Urban area; Stadtregion; Gartenarbeit; Staatliche Universität; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Ästhetik; Conservation; Environment; Konservierung; Bewahung; Umwelt; Lernaktivität; Freizeitpark; Pflanze; Teilnahme; Fragebogen; Brasilien
Abstract	To investigate if the units of the São Carlos Ecological Pole (São Carlos, São Paulo, Brazil) are educating spaces that may contribute to the understanding of the complexity of environmental issues and stimulate a sense of belonging and social responsibility, we interviewed primary school teachers who had accompanied visits to these places and members involved with environmental education in these spaces, and followed guided tours in all units of the Ecological Pole. We have identified that the activities can address issues that espouse the three dimensions of educational practice: cognitive (knowledge), subjective (feelings, principles, ethics) and political. No site alone is able to espouse all parameters considered essential in a valid environmental education work, but considering their sum, we identified that all of them are taken into account. Therefore, we reinforce the idea that the integration of these units would yield a more thorough EE work. (As Provided).
Anmerkungen	International Electronic Journal of Environmental Education. Aksaray Universitesi, Egitim Fakultesi, Ilkogretim Bolumu, Kampus, Aksaray 68100, Turkey. e-mail: iejeegreen@gmail.com; Web site: http://www.iejeegreen.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01