Percepção e educação ambiental: contribuições metodológicas para o estudo das relações entre áreas naturais protegidas e instituições de ensino

• Ano de defesa: 2015
• Autor(a) principal: Martins, Lívia Tátila dos Reis [UNESP]
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual Paulista (Unesp)
• Palavras-chave em Português: Urban geography - Brazil; Geografia urbana - Brasil; Eudcação ambiental; Áreas de conservação de recursos naturais; Avaliação paisagística; Percepção geografica; Teresina (PI)
• Link de acesso: http://hdl.handle.net/11449/138510; http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/03-05-2016/000864727.pdf

The studies of environmental perception seek to cognize how individuals understand and relate to the living space. This research, entitled Perception and Environmental Education: methodological contributions to the study of the relationship between protected areas and educational institutions, aims to investigate the environmental perception of performing teachers who work at state schools located in the vicinity of protected natural areas of northern Teresina, in order to reveal the knowledge of teachers on these spaces as well as the relations between educators and protected natural areas in vogue, as a tool to promote environmental education practices. The survey frames in a qualitative approach with phenomenological grounds, characterized essentially by the concern to attach the meanings that the subjects attribute to phenomena. The study indicated that teachers understand the protected natural areas as conservation sites and environmental conservation, legally guarded by the government against human exploitation. Most teachers have visited one or more of the areas, and those located in the closeness of schools where they teach as the most cited by respondents. However, there are those who have never been in such spaces or even knew of its existence. It became evident, also, the absence of a closer relationship of the schools where these docents teach with protected natural areas, as the minority of these have claimed to have developed environmental education activities at these sites. It is attached, mainly, the lack of opportunity and encouragement; to the lack of infrastructure and resources; besides the lack of preparation and the short time available of the teachers. The environmental activities, developed by teachers who participated in this research, occur in a timely manner and discipline, not always involve the protected natural areas surrounding and limited the practice of visitation-viewing. It is expected that this study...