Escola e valores ambientais. Que justificação? Que consequências?
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2013
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A pressão exercida sobre o ambiente pelo homem a que se assiste desde 1950 potenciou uma crescente preocupação e tomada de consciência por parte da sociedade sobre as consequências das nossas ações sobre o ambiente. Esta tomada de consciência despoletou o surgimento dos primeiros movimentos verdes e proporcionou o inicio de cimeiras internacionais para avaliar a situação.
Estes acontecimentos potenciaram também o surgimento da Educação ambiental como forma de sensibilizar a população e de reuni-la de novo com a natureza que a rodeia, incrementando valores pro-ambientais que com o tempo e com a interação de inúmeros outros fatores podem levar a comportamentos pro-ambientais.
Este estudo vem da necessidade de perceber se os projetos de educação ambiental implementados nas escolas, neste caso o Eco Escolas, são preponderantes para o desenvolvimento de valores e como consequência de comportamentos pró-ambientais. Para tal aplicou-se em duas escolas, uma Eco Escola e outra não, um questionário em alunos do 3º ciclo e secundário para se tentar entender se esses valores existem e, em que medida, em termos comparativos, se são diferentes entre as escolas selecionadas e saber se influenciam positivamente comportamentos pró-ambientais. O nosso estudo prova que o desenvolvimento destes projetos são preponderantes para a consciencialização da população na temática do ambiente.
The pressure exerted on the environment by man since 1950 has leveraged a growing concern and awareness on the part of society about the consequences of our actions on the environment. This awareness sparked the emergence of the first green movements and provided early international summits to assess the situation. These events also potentiate the emergence of environmental education as a way to raise awareness and collect it again with the nature that surrounds it, pro-environmental values increasing with time and with the interaction of many other factors can lead to behaviors pro-environmental. This study comes from the need to understand if environmental education projects implemented in schools, in this case the Eco Schools, are crucial to the development of values and consequently pro-environmental behaviors. It was applied in two schools, an Eco School and another does not, a questionnaire on students of the 3rd cycle and secondary to try to understand if these values exist and if, in comparative terms, they are different between schools with and without project and to know if positively influence pro-environmental behaviors. Our study proves that the development of these projects is crucial for the awareness of population in environmental issues.
The pressure exerted on the environment by man since 1950 has leveraged a growing concern and awareness on the part of society about the consequences of our actions on the environment. This awareness sparked the emergence of the first green movements and provided early international summits to assess the situation. These events also potentiate the emergence of environmental education as a way to raise awareness and collect it again with the nature that surrounds it, pro-environmental values increasing with time and with the interaction of many other factors can lead to behaviors pro-environmental. This study comes from the need to understand if environmental education projects implemented in schools, in this case the Eco Schools, are crucial to the development of values and consequently pro-environmental behaviors. It was applied in two schools, an Eco School and another does not, a questionnaire on students of the 3rd cycle and secondary to try to understand if these values exist and if, in comparative terms, they are different between schools with and without project and to know if positively influence pro-environmental behaviors. Our study proves that the development of these projects is crucial for the awareness of population in environmental issues.
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Orientação: Óscar Conceição de Sousa
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EDUCAÇÃO AMBIENTAL, PROTEÇÃO DO AMBIENTE, ESCOLAS, ENVIRONMENTAL EDUCATION, ENVIRONMENTAL PROTECTION, SCHOOLS, MESTRADO EM ENSINO DA BIOLOGIA E DA GEOLOGIA DO 3º CICLO DO ENSINO BÁSICO E NO ENSINO SECUNDÁRIO