Environmental education in Salas Verdes in the state of São Paulo
The Green Rooms, Project of the Environment Ministry (EM), aims to comply with the National Policy on Environmental Education (NPEE) with the objective of implementing environmental information and training Centers. In this paper, we present the result of the analysis of two Pedagogical Political Pr...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Federal do Rio Grande (FURG) |
| Repositorio: | Remea - Revista Eletrônica do Mestrado em Educação Ambiental (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.furg.br:article/13397 |
| Acceso en línea: | https://periodicos.furg.br/remea/article/view/13397 |
| Access Level: | acceso abierto |
| Palabra clave: | Public policies no formal environmental education Pedagogical Political Project Políticas públicas educación ambiental no formal Proyecto Político Pedagógico educação ambiental não formal Projeto Político Pedagógico |
| Sumario: | The Green Rooms, Project of the Environment Ministry (EM), aims to comply with the National Policy on Environmental Education (NPEE) with the objective of implementing environmental information and training Centers. In this paper, we present the result of the analysis of two Pedagogical Political Projects (PPPs) for Green Rooms, whose managers are a private company and a public University, both from São Paulo (SP). In order to identify in this document the fulfillment of the NPEE. Through four categories that bring together the objectives and principles contained in the policy, we verify what was privileged and neglected in the implementation of each Green Room. The results show that in the studied Rooms there are gaps in relation to the principles and objectives of the NPEE, such as Environmental Education (EE) integrated with science and technology. We conclude that the Green Rooms Project is relevant and can spread knowledge and actions of EE in the critical, transformative and emancipatory perspective that we defend. |
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