A interpretação do parque estadual de vila velha como estratégia de educação ambiental

• Ano de defesa: 2008
• Autor(a) principal: Godoy, Paulo Henrique Fernandes de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Positivo; Brasil; Pós-Graduação; Programa de Pós-Graduação em Gestão Ambiental; UP
• Palavras-chave em Português: Educação Ambiental; Interpretação do patrimônio natural; Preservação e conservação ambiental; CNPQ::CIENCIAS BIOLOGICAS; CNPQ::ENGENHARIAS::ENGENHARIA SANITARIA
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/2346

The motivation for the research about Interpretation of the Vila Velha State Park (VVSP) as a strategy for the Environmental Education based in the negative impacts on the organizational structure of the park before its revitalization, as well as the restrictions made by the Ponta Grossa inhabitants to the modifications after its re-opening 2004. The qualitative investigation aimed to evaluation the importance of Environmental Education to visitors interprets adequately the natural patrimony of the VVSP, contributing to its conservation. The instruments used for the data collection were questionnaires with open and closed questions answered by a target population, which was at first, composed of people who lived in Ponta Grossa and later by students and teachers of four schools in the town of Ponta Grossa. The following results can be highlighted: 1) Most of the criticism made by the Ponta Grossa inhabitants refer to the infrastructure of the VVSP after its revitalization which according to them does not correspond to the reality: the data show that some of the interviewers have not even been to the park after its revitalization; others did not take into account the fact that natural environments have specificities that need to be considered. 2) Those in charge for the administration of the park need to have in mind that in a work proposal that has environmental conservation as its basis, it is necessary to make resources and mechanisms available to assure the interaction, articulation, participation and learning of the people and organs involved. 3) People that work with Environmental Education need subsidies for their pedagogical-environmental actions, for this reason the systems, organs or institutions responsible for the education and teaching should provide for constant events of continuing education. 4) Many schools have been working with Environmental Education, but others only see difficulties in developing this kind of work. It is therefore, necessary to find ways of making these schools become committed and look for information in the area and share it with students. 5) Public politics, the involvement of the institutions and people’s commitment are also necessary in the managing process and, as a consequence in the conservation of the environment.