Possibilidades de articulação entre a geografia escolar e a educação ambiental a partir do uso de um atlas escolar

Patricia Mendes Calixto; Arion de Castro Kurtz dos Santos

doi:10.5433/2447-1747.2012v21n3p57

Possibilities of articulation between the school geography and environmental education

Authors

Patricia Mendes Calixto Instituto Federal de Educação Ciência e Tecnologia Sul-riograndense.
Arion de Castro Kurtz dos Santos Professor Titular Instituto de Matemática, Estatística e Física e do Programa de Pós-Graduação em Educação Ambiental Universidade Federal do Rio Grande

DOI:

https://doi.org/10.5433/2447-1747.2012v21n3p57

Keywords:

Educação Ambiental, Geografia Escolar, Formação de Professores.

Abstract

This article analyzes the possibility of articulation between School Geography and the Environmental Education. It aims to evaluate the possibilities of approximation of this classical science with the transversal process of interdisciplinary approach of the sustainable practices. One of the more important notes is in the fact of the need of a continuous teacher training so that the educators can incorporate in their practices, other speeches that reach the collectivity. However, as we will see, there are factors of structural, methodological and epistemological order that can interfere in this process

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Author Biographies

Patricia Mendes Calixto, Instituto Federal de Educação Ciência e Tecnologia Sul-riograndense.

Graduação em Geografia, doutora em Educação Ambiental (FURG)

Arion de Castro Kurtz dos Santos, Professor Titular Instituto de Matemática, Estatística e Física e do Programa de Pós-Graduação em Educação Ambiental Universidade Federal do Rio Grande

Graduação em Física; Doutorado em Science Education University of London, Inglaterra.

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Published

2013-12-13

How to Cite

Calixto, P. M., & dos Santos, A. de C. K. (2013). Possibilities of articulation between the school geography and environmental education. Geografia (Londrina), 21(3), 57–73. https://doi.org/10.5433/2447-1747.2012v21n3p57

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Issue

Vol. 21 No. 3 (2012)

Section

Articles

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