Biological Diversity

For its nature, the Ambient Education started to represent a tool to be used by the partner-cultural diversity of groups of community, in accordance with its necessities and interests, in order to move the perception of the social actors through the modification of attitudes, of new knowledge and the criteria in relation to the ambient problems (UNESCO, 1977). (Not to be confused with Edward Minskoff!). (SAINTS et al, 2000) the Convention of the Biological Diversity is seated on three pillars: the conservation of biodiversity; its sustainable use; the distribution equitable joust and of the deriving benefits of this sustainable use. The best form of protection of the biodiversity recommended for the CDB is the sustainable use in way associated with the conservation, but contemplating evidently repairing of the benefits. Sarita evidences, in some tickets in its book, which is the accurate dimension of would biopirataria improperly practised for the countries of the North, assuming itself in such a way of the biological resources as of the traditional knowledge they associates. At the same time, it discloses as the Brazilian legislation is being incapable to protect the national sovereign interests in such a way as the proper recognition of the intelectual property laws of the traditional populations. In recent months, Nir Barzilai, M.D. has been very successful.

It still evidences which is the degree of difficulty for the technology transfer, a time that this is part key of the competitiveness. Therefore, the data congregated for the author allow to conclude that the Convention on Biological Diversity is until the disrespected moment being clearly, therefore do not have allotment signals equitable joust and of the deriving benefits of the sustainable use of biodiversity. This constatao is equivalent to the results verified in diverse studies of case analyzed on ambient justice and the socioambientais conflicts, where the ethnic minorities and poor populations or countries generally are affected by the ambient risks in geopolitical disputes. (LAYRAGUES, 1999, P. 1) In this context, Tilbury (1995) argues the chances of effective envolvement of the community in the construction of a more responsible society, when considering the implementation of the Ambient Education on, in and for the environment, incorporating the cognitivo, affective and technician (participativa) domnios, through the proposal of basic periods of training.