| Full text | |
| Author(s): Show less - |
Flávio Augusto S. Berchez
[1]
;
Natalia Pirani Ghilardi-Lopes
[2]
;
Monica Dorigo Correia
[3]
;
Hilda Helena Sovierzoski
[4]
;
Alexandre de Gusmão Pedrini
[5]
;
Suzana Ursi
[6]
;
Laura Pioli Kremer
[7]
;
Renato de Almeida
[8]
;
Yara Schaeffer-Novelli
[9]
;
Valéria Marques
[10]
;
Daniel Shimada Brotto
[11]
Total Authors: 11
|
| Affiliation: Show less - | [1] Universidade de São Paulo. Instituto de Biociências - Brasil
[2] Universidade Federal do ABC. Centro de Ciências Naturais e Humanas - Brasil
[3] Universidade Federal de Alagoas. ICBS. LABMAR - Brasil
[4] Universidade Federal de Alagoas. ICBS. LABMAR - Brasil
[5] Universidade do Estado do Rio de Janeiro. Instituto de Biologia Roberto Alcântara Gomes - Brasil
[6] Universidade de São Paulo. Instituto de Biociências - Brasil
[7] Instituto Federal de Santa Catarina - Brasil
[8] Universidade Federal do Recôncavo da Bahia. Centro de Ciências Agrárias, Ambientais e Biológicas - Brasil
[9] Universidade de São Paulo. Instituto Oceanográfico - Brasil
[10] Universidade Federal Rural do Rio de Janeiro. Instituto de Educação. Departamento de Educação - Brasil
[11] Universidade Veiga de Almeida. Departamento de Ciências da Saúde - Brasil
Total Affiliations: 11
|
| Document type: | Journal article |
| Source: | Brazilian Journal of Oceanography; v. 64, p. 137-156, 2016-00-00. |
| Abstract | |
Abstract As changes in coastal and marine environments are expected to negatively affect Brazilian ecosystems, the importance of Marine Environmental Education (MEE) comes to the fore. However, so far only 32 contributions related to this issue have been published in Brazil. The MEE workgroup of ReBentos aims at promoting EE and the communication of marine ecological research to the scholastic public as a whole, as well as to groups which exert an influence on general perception, such as the media, politicians, and scientists. This paper presents an overview of the initiatives of MEE in Brazil, with emphasis on the ReBentos projects and guidelines. The conceptual background of action is based on the Rio'92 Treaty on Environmental Education, thereby implying an MEE with Transdisciplinar, emancipatory and reflexive characteristics, directed to changes in values, principles and attitudes. During the period 2011 to 2015, 10 projects were developed from Alagoas to Santa Catarina States, involving the development, implementation and testing through scientific research of 16 MEE activity-models. The didactic material subsequently produced comprised three books and 21 book-chapters. A public of around 6,500 Conservation Unit visitors, 250 public school teachers and 800 high school students have been impacted to date. To act as monitors and multipliers, 250 undergraduate students and professionals were trained. Research project evaluation generated the publication of nine papers. As a further step, the need for protocol elaboration for each model is placed in evidence, in order to direct and facilitate future initiatives. (AU) | |
| FAPESP's process: | 12/03922-3 - Educational games as a tool for experiential and significative learning on global climate changes and its effects on coastal and marine ecosystems. |
| Grantee: | Natalia Pirani Ghilardi-Lopes |
| Support Opportunities: | Regular Research Grants |
| FAPESP's process: | 10/52323-0 - Monitoring network of coastal benthic habitats: ReBentos |
| Grantee: | Alexander Turra |
| Support Opportunities: | BIOTA-FAPESP Program - Regular Research Grants |