Legal framework for continuous environmental education of Finnish citizens as the basis of environmental wellness of the country

Finland is one of the leading countries in implementation of the principles of sustainable development on the federal level. The foundation for successful environmental policy of this country is the comprehensive and continuous environmental education of citizens. Finns are recognized by the global community as one of the most environmentally conscious people in the world. The article explores Finland ‘s experience in implementation of environmental education in all spheres of social life. Special attention is given to international agreements and conventions that considerably impacted the recognition of environmental education as the basis for the development of environmental culture of the population. The author determines the stages of formation of the normative framework for implementing the environmental education policy. Analysis is conducted on the functions of the main government branches that are responsible for the development of plans and strategies on implementation and coordination of all-round environmental education. The author explores the mechanism of cooperation of the key actors in implementation of the strategies of sustainable development of the country. The article provides the examples of realization of the policy of continuous environmental education in preschools, schools, higher educational institutions, and other educational establishments; as well as the methods of instilling environmental consciousness in the citizens of all age groups. The author analyzes major achievements of Finnish policy on improving environmental culture and increasing environmental awareness of its citizens; assesses its effectiveness and role in setting the course for sustainable development of the country. The experience of Finland can serve as an example of improving this institution in the Russian Federation.

The political initiative of Taiwan’s education for sustainable development: Looking through the lens of Chinese legalism

This article examines the development of Taiwan’s Environmental Education Act and how Education for Sustainable Development was mainstreamed into the national policy framework within the country. The goal is to understand the policy tools and governing strategies that were used by the Taiwan government to develop and implement a nationwide environmental education policy for integrating environmental sustainability into all areas and levels of teaching and learning. Official documents related to national plans for ESD and environmental education policies were analyzed and examined. In particular, Chinese Legalism was used as a lens to interpret the government’s philosophy, assumptions, unspoken norms, legislative practices, and deliberate strategies. Several principles and techniques proposed by Chinese Legalists were used to examine the negotiation and formulation of Taiwan’s Environmental Education Act. This analysis contributes to our understanding of the ways in which UNESCO’s framework of ESD can be transferred into a national policy. A discussion of the Chinese Legalist philosophy also offers a cultural frame of reference to think about ESD politics and governance in other East Asian contexts.

The Integration of Living Environmental Education in the Behavior of High School Students in Brebes Regency

Life environment education gains the main priority for formal education. For school stakeholders, this condition should be responded to immediately. Schools have to struggle to improve their learners’ environmental awareness. This research describes and analyzes the Living Environmental education policy, its integration to a geographic lesson, and learners’ environmental awareness behaviors of Senior High Schools in Brebes. This research is qualitative. The data were collected by interviewing, observing, and studying the document. The applied data analysis stages were data reduction, display, and conclusion. The findings showed that 1) the Living Environmental education policy was determined by the school since there were no obligated rules from the government. 2) Living Environmental education integration had been promoted well in a geography lesson. It was realized into learning instrument administration and the learning process. This life environment education could be integrated into almost all basic competencies of all geographic materials. 3) learners were aware of a better living environment. They were aware and could understand the problems and negative impacts. In addition to these, learners also acted and were committed to keeping their life environment.

A educação ambiental nos cursos superiores de Tecnologia da Área de Gestão e Negócios e nos Bacharelados em Administração

Resumo O objetivo dessa pesquisa é evidenciar as ações de coordenadores na promoção da educação ambiental junto aos cursos superiores de Administração e de Gestão. Para tanto, realizou-se uma pesquisa de campo, com os coordenadores de cursos de Bacharelado em Administração e Cursos Superiores de Tecnologia em Gestão e Negócios, dos municípios de São Bernardo do Campo e de São Caetano do Sul (SP). O estudo fez-se por meio de entrevista aos coordenadores sobre como conduzem a educação ambiental nas suas áreas. Foi possível constatar a insuficiência das ações relativas à educação ambiental, que se restringe à oferta de uma disciplina, a qual não é a forma recomendada pela Política Nacional de Educação Ambiental (PNEA). Observou-se, ainda, a plena consciência dos entrevistados acerca da necessidade de fortalecimento das ações destinadas à educação ambiental dos futuros profissionais das áreas em consideração. Constataram-se equívocos na sua interpretação do conceito de transversalidade, expresso na Lei de Diretrizes e Bases da Educação (LDB), em que se apoia a PNEA para promover a educação ambiental. Palavras-chave: Avaliação educacional. Educação ambiental. Políticas públicas. Abstract The objective of this research is to highlight the actions of coordinators to promote environmental education along the high education courses of Administration and Management. For this purpose, we carried out a field survey, with the coordinators of Business and Business Management Technology courses in the municipalities of São Bernardo do Campo and São Caetano do Sul (São Paulo State). The study was carried out through an interview with the coordinators on how they conduct environmental education in their areas. It was possible to verify the insufficiency of the actions related to environmental education, which is restricted to the offer of a discipline, which is not the form recommended by the National Environmental Education Policy (PNEA). It was also observed that respondents were fully aware of the need to strengthen actions aimed at environmental education for future professionals in the areas under consideration. There were mistakes in their interpretation about the concept of transversality, expressed in the Law of Directives and Bases of Education (LDB), which supports the PNEA to promote environmental education. Keywords: Educational evaluation. Environmental education. Public policy. Resumen El objetivo de esta investigación es poner en evidencia las acciones de coordinadores en la promoción de la educación ambiental en los cursos superiores de Administración y Gestión. Para ello, se realizó un estudio de campo, con los coordinadores de los cursos de Administración y Tecnología en Gestión y Negocios, de los municipios São Bernardo do Campo y São Caetano do Sul (SP). El estudio se hizo por medio de entrevistas a los coordinadores sobre la forma como conducen la educación ambiental en sus áreas respectivas. Fue posible constatar la insuficiencia de las acciones relativas a la educación ambiental, que se restringe a una disciplina, lo que no corresponde a lo establecido en la Política Nacional de Educación Ambiental (PNEA). Se observó, también, la plena consciencia de los entrevistados sobre la necesidad de fortalecerse las acciones destinadas a la educación ambiental de los futuros profesionales de las áreas en consideración. Se constataron equivocaciones en su interpretación del concepto de transversalidad expresado en la Ley de Directrices y Bases (LDB), en que se apoya la PNEA para promover la educación ambiental. Palabras-clave: Evaluación educativa. Educación ambiental. Políticas públicas.

Educação ambiental nos anos iniciais do ensino fundamental em escolas públicas urbanas do oeste do Paraná

Resumo: A Política Nacional de Educação Ambiental (PNEA) postula que a Educação Ambiental (EA) deve ser trabalhada de forma permanente e interdisciplinar. Assim, o objetivo deste trabalho foi verificar se as ações de EA desenvolvidas nas escolas de um município do estado do Paraná seguem as diretrizes do PNEA, e quais vertentes da EA estão sendo trabalhadas com mais frequência. A metodologia de caráter quali-quantitativa consistiu na aplicação de um questionário aos professores de Ciências do Ensino Fundamental Inicial das três escolas urbanas do município. Os resultados mostraram que, para se adaptar ao PNEA, as escolas precisam incluir a EA no período de planejamento dos professores, ampliando os esforços de interdisciplinaridade e incentivar a participação da comunidade. Verificou-se, ainda, que as abordagens Conservacionista e Pragmática são mais empregadas do que a abordagem Crítica, assim, é importante inserir mais ações voltadas para EA Crítica no planejamento curricular, contribuindo para seu desenvolvimento prático.Palavras-chave: Educação Ambiental; PNEA; Ensino de Ciências. Environmental education in the urban public elementary school in west of ParanáAbstract: The National Environmental Education Policy (PNEA) postulates that Environmental Education (EE) must be worked in a permanent and interdisciplinary way. Thus, the objective of this work was to verify whether the EE actions developed in schools in a municipality in the Paraná (Brazil) follow the guidelines of the PNEA, and which aspects of the EE are more frequent. The qualitative and quantitative methodology consisted of the application of a questionnaire to teachers of Sciences of the Elementary Education of the three urban schools. The results showed that, in order to adapt to the PNEA, schools need to include EE in the planning period of teachers, expanding interdisciplinary efforts and encouraging community participation. It was also verified that the Conservationist and Pragmatic approaches are more used than the Critical approach, therefore, it is important to insert more actions focused on Critical EE in the curricular planning, contributing to its practical development.Keywords: Environmental Education; PNEA; Elementary School.

Percepção Ambiental em uma Ação Pedagógica para Alunos do Ensino Médio em Juína-MT: Educação Ambiental em Foco

A Lei nº 9.795 de 27 de abril de 1999, que institui a Política Nacional de Educação Ambiental, em seu artigo 5º, recomenda como referência os Parâmetros e as Diretrizes Curriculares Nacionais, na inclusão da Educação Ambiental, em todos os níveis e modalidades de ensino, observando-se que deve haver a integração da educação ambiental às disciplinas de modo transversal, contínuo e permanente. Diante deste cenário, o presente trabalho teve como objetivo verificar a percepção de estudantes do Ensino Médio na identificação dos tipos de poluição encontrados em ruas, na cidade de Juína-MT. A atividade foi desenvolvida na Escola Estadual Dr. Artur Antunes Maciel durante as aulas da disciplina de biologia no ano letivo de 2014. A pesquisa foi realizada com alunos do terceiro ano matutino. A turma foi dividida em três grupos, cada qual se comprometeu em fazer 40 imagens fotográficas com registros de poluição em quatro ruas urbanas. Todos os resultados foram tabelados e classificados em poluição do ar, da água, do solo e sonora. Esta pesquisa otimizou a relação entre os alunos e a sociedade, sendo uma excelente proposta para demais profissionais da educação. Portanto, a educação é o ponto chave para o desenvolvimento sustentável, e que é preciso reestruturar o processo de ensino, rever as atitudes e o comportamento em busca do equilíbrio entre o Homem e a Natureza. Palavras-chave: Poluição Urbana. Educação Ambiental. Sensibilização Ambiental. AbstractLaw N°. 9,795 of April 27, 1999, which establishes a National Environmental Education Policy, in its article 5, as a reference to the National Curriculum Guidelines and Parameters, in the Inclusion of Environmental Education at all levels and observing that there must be an integration of the information to the disciplines in a transversal, continuous and permanent way. Given this scenario, the present work had the objective of identifying high school students in the identification of the types of media found in the city of Juína-MT. The class was developed at the State School Dr. Artur Antunes Maciel during biology classes in the academic year of 2014. The class was divided into three groups, each of which committed to make 40 photographic images with pollution records on four urban streets. The results were tabulated and classified as air, water, soil and noise pollution. This research optimized the relationship between students and society, being one of the proposals presented for the number of education professionals. Therefore, education is the key to sustainable development, which is necessary for the teaching process, to revise attitudes and behavior in search of the balance between Man and Nature. Keywords: Urban Pollution. Environmental Education. Environmental Awareness.

EDUCAÇÃO AMBIENTAL E ENSINO DE CIÊNCIAS: CONTRIBUIÇÕES DE UMA AULA DE CAMPO

Resumo: A Política Nacional de Educação Ambiental regulamenta a necessidade de contemplar a Educação Ambiental em todos os níveis e modalidades de ensino, sem delimitá-la como disciplina específica do currículo. A presente pesquisa teve como objetivo identificar as concepções de ambiente desenvolvidas em uma aula de campo com estudantes do ensino médio de uma Escola Estadual em Tempo Integral no município de Rondonópolis, MT. O percurso metodológico se deu através de visita prévia ao local de estudo, aplicação do questionário pré-aula de campo, do roteiro para roda de conversa, vivência em campo e aplicação do questionário pós-aula de campo. Os resultados do questionário inicial e da roda de conversa evidenciam que os estudantes não têm clareza do que entendem por Educação Ambiental, sendo as Concepções de Natureza e Lugar em que se vive as mais frequentes. Através dos relatos durante a aula de campo e do questionário foi possível perceber Concepções mais abrangentes sobre o ambiente se comparado aos resultados obtidos inicialmente. Pode-se concluir que durante a aula de campo, fluíram sentimentos de bem estar, amizade, solidariedade, partilha e respeito, que desencadearam em aprendizados significativos dos conceitos científicos através da vivência em ambiente natural.Palavras-chave: Educação Ambiental. Ensino de Ciências. Aula de Campo. Abstract: The National Environmental Education Policy regulates the need to contemplate Environmental Education at all levels and modalities of teaching, without delimiting it as a specific discipline of the curriculum. The present research had as objective to identify the conceptions of environment developed in a field class with high school students of a State School in Integral Time in the municipality of Rondonópolis, MT. The methodological course was based on a previous visit to the study site, the application of the pre-camp questionnaire, the script for the discussion wheel, the experience in the field and the application of the post-field questionnaire. The results of the initial questionnaire and the discussion wheel show that students are not clear about what they mean by Environmental Education, and the Nature and Place Concepts are the most frequent ones. Through the reports during the field class and the questionnaire it was possible to perceive more comprehensive conceptions about the environment compared to the results obtained initially. It can be concluded that during the field lesson, feelings of well-being, friendship, solidarity, sharing and respect flowed that triggered in meaningful learning of scientific concepts through living in a natural environment.Keywords: Environmental Education. Science Teaching. Field Classroom.