' ' Sketch of Conservation Mundial' ' of the one reply articulated more clearly. In 1987, the World-wide Commission on Environment and Development ' ' Our Comum' Future; ' , that it marks the concept of maturity of the sustainable development, and is defined as: the sustainable development is not only for taking care of to the necessities of the gift without compromising the capacity of the future generations to satisfy its necessities of development. ' ' ' ' The Conference of United Nations on Environment the Development approved a' ' Declaration of the River on Environment and Desenvolvimento' ' , ' ' Agenda 21 ' ' others five treated documents and, the 183 countries that had participated the same of commitment for the construction of long stated period of the sustainable development as strategy of common development for the future. 2.CINCIA AND SOCIETY the boardings and perspectives of the Ambient Education have folloied the historical concept of the terms ' ' desenvolvimento' ' ' ' environment ' '. The Ambient Education initially was used in 1965 for the Royal Society of London, with a definition associated with the preservation of the life systems. In 1970, the International Union for the Conservation of the Nature (IUCN, 1971) restricted the conception of Ambient Education for the conservation of biodiversity (Sato, 1994). The incorporation of new concepts allies to the sprouting of innumerable ambient institutions endowed with Ambient Education with ampler conception, prominence it human being as main protagonist in the maintenance of the planet (Conference of Estocolmo, 1970), associated to the requirement of the interdisciplinaridade (Belgrade conference, 1977), in the context of being complained for only one area of the knowledge, not culminating with the used and known concept more (Conference of Tbilisi, 1977), ' ' as a process of recognition of the values and classification of concepts, for the development of abilities and modification of attitudes in relation to the environment, it stops to understand and to appreciate the Inter-relations between the human beings, its cultures and its biofsico environment, and still more with practical of taking of decisions and the ethics that lead to a change in the quality of vida' '. .
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The lack of sensitivity, elements and structure of the human being to explore this position at great length it placed us in this scene. Our commitment is the participation, together with the involved pupils/school and in this relation of tunning and interatividade, searching the permission so that the pupils if express and leave to externar its point of view, its perception front to the questions that are displayed ahead of our looks. The Ambient Education for the Art is only one another form to educate, that it can contribute for the acquisition/condizentes transformation of knowledge, values, attitudes and behaviors to the development, being used pedagogical the artistic expression as practical and as instrument of social intervention, being an educative process that some professionals incorporate in the too much pertaining to school spaces, being gifts in all the educative moments and spaces. 2 – EDUCATION 2,1 – ENVIRONMENT the chance is only singular of being able to weave commentaries on the Education and Environment. The humanity delayed much time to reach this level of communication with rapidity easiness. Without having the pretension to decide the ambient problems and questions through the Education, but considering that this is a basic element to spread knowledge, transforming them into information and I subsidize for formation, thus promoting the interaction of the pupils with the environment, approaching the concern of permear the pertaining to school resume all, allowing that the same ones are inserted in the context of this research, initially we look for to understand as the Education can contribute in this process of relation between the human being and the environment, popularizing the knowledge and information, sensetizing the community (society) to respect the same. The school is a space for production and appreciation of knowing, that it is a universal good, where practical the pedagogical one must provide to the pupils chances to create and to recriar the world, surpassing the understanding of the reality where it lives, developing personal aptitudes, that allow to show that the human being does not survive alone and its attitudes of citizen in the context of its community compromising this survival.
Between the possible measures that they can to help to the prevention of the violence or disruptive conducts in an educative Center some appear here that can be effective: – To establish the high-priority values that are going to impregnate all the activities of the Center. Values like solidarity, respect, justice, etc. must be present in the General Programming Anual and reviewed being every year. – To try that this Programming is useful, realistic, makes specific and with precise instruments of evaluation. – To bring back to consciousness to the directive equipment on the necessity to realise preventive measures to improve the coexistence – To animate to the Cloister to establish measures to confront the problem of the violence. – To establish a Plan of coexistence, planned, based on the analysis of the context, the evaluation of the previous course, proposing preventive measure, like monitoring in recreation, changes of classroom, functions of the guard professor, protocols before minor offenses, etc. In this plan the cogoverning measures must be collections whose purpose is the formation of the pupils. – To create Commissions of coexistence, but implying in her all the educative community.
To establish Commissions of Coexistence that evaluates, it acts and it plans all the activities on this subject and that not only it meets when a conflict exists. – To favor the integration of all the pupils, as much with welcome programs, like of measures of nonexclusion. – To establish the necessary measures and the criteria of quality so that the positions of a guardian in the best conditions are developed. – To realise protocols of action before aggressive conducts between all the components of the educative community. – To establish the measures against the scholastic Absenteeism.
– To apply with justice and fairness the Regulation of the Center. – To establish clear and explicit norms of conduct. It is necessary to jeopardize to the pupils in the establishment of them. If they know the norms, and they take part in the establishment of them they consider, them like objectives to reach and not like imposed objectives. These norms must be few, coherent. – To give protagonism to the good Meeting of Delegates with defined objectives, as well as with concrete activities. – To work in collaboration with the parents. It is important that know the norms the Center, to observe signals in the behavior of the children, to control extra-curricular schedules, to know the friendly, to control the use of new the technology. – To realise activities of promotion of the coexistence in collaboration with the parents. – To harness the creation of Schools of parents. – To foment extra-curricular and complementary activities whose objective is to facilitate the coexistence, being developed the education in values. – To establish information channels to arrive at all the members of the scholastic community. – To include the analysis of the coexistence like important element of the activities of the Center. – To harness the social relations with the scholastic surroundings, organizations, city council, services, centers of mental health, associations, etc.
Recycling is today, perhaps, the method more known and used in Projects of Ambient Education. However, some initiatives in this direction bring obtain ideological manifestations and politics, according to proper logic of the market in the confrontation of the ambient problems. For this reason, the objective of this article is to argue despite briefly the fact of that the ambient politics and especially the ones that involve the questions of the garbage and the recycling must most be elucidated for not running the risk to changed it Ambient Education into a practical education of extensionistas, that is, based in transferences techniques to know without to dialogues and questionings regarding the origin of the things. Word-Key are provided: garbage, recycling, Ambient Education, Consumerism, CapitalismoAo to argue itself concerning thematic ambient, one of the subjects most boarded certainly will be of the problematic one of the garbage, not only in as well as international national scope. The justification for such fact the easy perception of the citizen can be atrelada front to the problems caused for the lixos as in such a way visual pollution how much of the ground and waters, contamination of plants and animals, proliferation of plagues as rats and cockroachs and damages to the health human being. In the present time the ambient questions come if becoming fashion and finish for not being treated with the seriousness and depth that deserve due its great relevance in the life of all we.
If one of the debated subjects more in the ambient question is the garbage, when it is specifically about this subject, then it appears to the association to the recycling. The same it happens when it is said in Ambiental.Criou Education, then, the false idea of that recycle objects as simply plastic, paper, metal and glass decided the relative problems to the garbage. E, thus, these activities come being developed precariously for City halls, Schools, University.
Remembering that one day all we will need to make some type of physical activity that will have to be guided by a qualified professional, if the taste for the practical one of physical activities will be stimulated precociously, has more possibilities of more healthful adult terms consequentemente and, to diminish amount of people victims of degenerative illnesses, etc. ‘ ‘ The emphasis of the measures of formation and preschool education must, therefore, to be given by means of a worthy environment of conquest, with corresponding instructions and stimulatons. In the measure where the environment does not correspond to the initiative of the child, this is the harmed one, an irreparable delay in many scopes. (Sagi 1985) ‘ ‘ Physical education can come to influence in the acquisition of life habits that include practical of regular physical activities after the ending of the formal escolaridade would be necessary: to provide to the acquisition of knowledge on the physical activity pair to the welfare and the health in all the ages; to stimulate positive attitudes in relation to the physical exercises and the practical esportiva; to provide independence to evaluate and to choose the activities, and to oportunizar experiences of pleasant physical activities, stimulants. While educator, the professor of Physical Education must be brought up to date to the multifactorial concept of health so that he has arguments consistent, and conditions to extend and to relate the commitment of the Physical Education stop beyond the sphere of the physical aptitude.
However, a concern of the community is perceivable, with regard to the environment. The questionnaires point an ambient conscience of the pupils of the project, that, in the majority, they know of the consequences of the bad management of the solid residues, in specific of the fishing industry. Ahead of this, some of them already develop activities to minimize the residues that produce as, recycling, compostagem and ecological soap. To put, with regard to the shellfish rind, the majority, does not know as to proceed. The necessity of the implementation of an ambient education, directed toward the local reality is perceivable, since awareness of these pupils has that I came folloied of viable alternatives so that solutions are placed in practical. In view of, that these, are multiplying agents inside of the community where they inhabit. These data are disponibilizados the academic community to contribute with a planning of educative actions, that aim at an ambient conservation in this area.
The Letter of Belgrade constitutes one of generated important documents most discerning and in this decade. It says on the satisfaction of the necessities and desires of all the citizens of the Land. It considers subjects that says that the eradication of the basic causes of the poverty as the hunger, the illiteracy, the pollution, the exploration and domination, must be treated in set. No nation must develop to the cost of another nation, having necessity of global ethics. The reform of the processes and educational systems is central for the constatao of this new ethics of development. Youth must receive a new type of education that requires a new and productive relationship between students and professors, between schools and community, the educational system and society.
It finishes with the proposal for a world-wide program of Ambient Education. The creation of the courses of after-graduation in Ecology in the Universities of Amazon, Brasilia had in 1976, Campinas, Is Carlos and the National Institute of Aerial Research – INPA in Are Jose of the Fields. (MEC, 2009) Carried through in 1977 the Conference Intergovernamental de Ambient Educao in Tbilisi (the former-Ussr) organized by UNESCO with the contribution of the PNUMA. It was the culminating point of the first phase of the International Program of Ambient Education, initiate in 1975. The objectives, the characteristics of Ambient Education – EA had been defined, as well as the pertinent strategies in the national and international plan. In Brazil, the Federal Advice of Education – CFE became obligator disciplines it Ambient Sciences in university courses of Engineering. (MEC, 2009) For return of 1978 the courses of Sanitary Engineering already had inserted the substances of Basic Sanitation and Ambient Sanitation.
This picture finished for displaying a trajectory history where the facultieses of right only produced men for the bureaucracy and for proper public administration, reflecting, also, that an almost only professional bias, without a greater and cash with commitment with a more complete and general formation, in reflected conseguinte of the established legal tradition in the Brazilian superior schools of professionalizing character. Therefore, it is in the direction to reflect and to construct a proposal of integrated general education to the right course that if will be able to provide the formation of more cultured professionals of the area legal and intent the vicissitudes whom they structuralize the proper existence of the body of rules of law, capable to contemplate global context and the historical trajectory of the inserted man in society. The paper of the University in this task will be of great importance, a time that acting in the legal education in order to contemplate this proposal, will be able to contribute in the establishment of ampler knowledge on the part of the bachelor, having its professional performance alicerada in ethical referenciais as instrument of benefit for the community. It is standed out that in this objective the General Education will have a very important paper, therefore will be able to add increase of the cultural condition, bringing referenciais of tolerance and alteridade and, clearly, to create the conditions for the search of the accomplishment of the ideal biggest of social justice. If the accomplishment of justice is one of the raised ideals more of the professionals of the legal area, in the same way it is had general education while tool of bigger understanding of the problems that involve the right and of the proper instruments that guide the relation of the jurisdicionados ones being able with them public.
Research action in the State School of Average Education Elza Teacher Maria Correa Dantas* Valtey Martins de Souza Renato Noronha Martins Luiz of Oliveira Hisses In this text will go to describe a research action carried through in the State School of Average Education Elza Teacher Maria Correa Dantas, in Is Domingos of the Araguaia, Par. In this description we withhold in them with more depth in the actions that they aimed at to brake wastefulness of water and electric energy and in the manufacture of an ecological formicida. Moreover, we will make an analysis of the cited actions, over all, in what it refers to the action of the involved people. Thus, we structuralize the text in an introductory part, the description of the research action and in conclusive notes. In disciplines Activities Programmed for the Study of the Theory and the Practical one of the Ambient Education, of the course of Specialization in Ambient Education, Citizenship Regional development, of the Nucleus of Ambient Education of the UFPA, South and Southeastern Campus of Par, Marab, we elaborate a work that had as main focus, to make a socioambiental analysis of the State School of Average Education Elza Teacher Maria Correa Dantas, in the city of Are Domingos of the Araguaia, Par. Thus, the main objectives of this research had turned around the desvelamento of the attitudes developed in this environment of work, it wants are pro socioambiental or anti socioambiental. To reach these objectives the strategies of analyses had been to verify the characteristics of the space of the school in the plans general and specific; the context of this space; the social actors, its functions and interventions; the established dynamic, interactions and interrelaes Inter and enter; the explicit and implicit projects; the socioambiental, tensions and distenses to the environment in its physical, biological dimensions and social result (and psico); the expectations stops with the coexisted environment.
The Brazilian society is characterized for an ethnic plurality, being this product of a historical process that inserted in one same scene three distinct groups: Portuguese, indians and blacks of African origin. This contact favored intercurso of these cultures, leading to the construction of a country undeniably miscigenado. We as professors have the paper of formador of opinions we must pass these information the children, young and adults in subtle way, but that always he is focado in the main objective that is the equality between the social relations and nothing better that the school, and as it contributes for the formation of the identity of the black children. The school is responsible for the process of infantile socialization in which if they establish relations with children of different familiar nuclei. This diversified contact will be able to make of the school the first space of experience of the racial tensions. The relation established between white and black children in a classroom can happen in tense way, or either, segregating, excluding, making possible that the black child adopts at some moments an introverted position, from fear of being rejected or being ridicularizada by its social group. The speech of the oppressor can be incorporated by some children in massive way, passing then if to recognize inside of it: ' ' ugly, black, stinking, hair duro' ' , initiating the process of depreciation of its individual attributes, that intervene with the construction of its identity of child. They are children in process of emotional, cognitivo and social development, who can more easily incorporate the messages with discriminatory contents that permeiam the social relations, which starts to take care of the interests of the dominant ideology, that objective to consolidate the supposed inferiority of definitive groups. Of this form, we understand that the school in such a way can be a dissemination space how much an efficient way of prevention and reduction it preconception. In this direction, the daily pertaining to school will be able to disclose to methods and strategies of interaction inside of the school, favoring the recognition and the valuation in favor of the reconstruction of the racial relations consumed by the differences or ethnic divergences.