Áreas verdes como espaços educacionais não convencionais dentro das universidades : seus potenciais para a formação na perspectiva ambiental

• Ano de defesa: 2018
• Autor(a) principal: Muhle, Rita Paradeda
• Orientador(a): De la Fare, Mónica , Carvalho, Isabel Cristina de Moura
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Escola de Humanidades
• País: Brasil
• Palavras-chave em Português: Áreas Verdes; Ambientalização; Universidades Sustentáveis; Ética Ambiental; Educação ao Ar Livre
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/8092

This doctoral research theme of interest is related to the use of green areas, preserved or not, by universities and how the use of these areas are integrated with the educational processes considering the presence of ecosystems, gardens, fauna, flora, among other natural elements in the university space for student´s training, academic community and environmental management in general. To this progressive internalization of environmental concern in management and in training of university subjects we call university's environmentalization (greening process). When the university uses or possesses green areas, it can have an important tool in hands with the potential to contribute to its sustainability. In this way, the research sought to understand how these non-conventional educational spaces are constituted and how they are thought and perceived by the universities within a context that seeks sustainability and ethical-environmental engagement. It also sought to identify the common elements present in these relations and aims to contribute to the recognition of the potential uses of these spaces, such as outdoor education. As a field of research, eight universities in Rio Grande do Sul - Brazil, which have green areas under their legal responsibility and / or management, were delimited. The green areas were gardens and botanical gardens, Permanent Preservation Areas, Legal Reserves, Private Natural Heritage Reserves and Wildlife Refuge. The qualitative approach was the method used that privileged participant observation techniques, semi-structured interviews, the report of the people involved with these places, and document analysis. In this methodological path, two important and complementary stages stand out, which ultimately show the techniques to be used: bibliographic research and the field work in the mentioned Higher Education Institutions that are included in this context of possessing green areas and environmental management and sustainability policies. The research sought to base the study theoretically based on the references of Anthropology, Philosophy, Environmental Psychology and Sociology, articulating with the field of Education and Environmental Education. The results pointed to something that could be seen as emptying the sense of place of these spaces and how their existence depends on the people engaged beyond the responsibility of the institutions. Universities are struggling with greening processes, but the places of the green spaces are uncertain and fragile. Reflection on the insertion of a smaller ecology and a smaller education in the use of areas could bring them back to life.