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Article

English

ID: <

oai:doaj.org/article:4793020caee241ef83f0f67558457c9e

>

Where these data come from
EMPOWERMENT, SOCIAL REPRESENTATION AND PRACTICE IN ENVIRONMENTAL EDUCATION

Abstract

The diversity of social and practical representations in Environmental Education – EA, as well as the results of a national mapping showing a lack of specific empowerment between implementers of EA projects, motivated the development of this qualitative, doctoral research. who sought to identify social representations and practices in EA, present among educators environmental, the reasons which led them to take part in an EA specialisation course, and its impacts, among other specific objectives. As regards the results, they were identified four types of social representations in EA – conservationist, romantic, ecologist and technocentric; in relation to the practices reported there was a gradation among those that focused on the individual and their relations with the world, and others, which focused on resolving situations; among the reasons why educators took the course was the search for theoretical and practical subsidies, exchange of experience and professional development. Considered the course brought positive impacts, as it broadened the understanding of EA, made it possible to articulate theory and practice and the exercise of interdisciplinarity.

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