scholarly journals Contribuições da Educação Ambiental para o desenvolvimento comunitário local na Ilha do Mel (Paraná)

2017 ◽  
pp. 132-149
Author(s):  
Vanessa Marion Andreoli ◽  
Marília Andrade Torales Campos
Keyword(s):  
Community Development ◽  
Environmental Education ◽  
Teacher Turnover ◽  
Local Community ◽  
Work Conditions ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Conservation Units ◽  
Dialectical Analysis ◽  
The Relationship

O artigo discute possíveis contribuições da Educação Ambiental nos processos de desenvolvimento de comunidades, voltando-se para as práticas pedagógicas dos professores que atuam nos colégios estaduais do campo localizados no entorno das Unidades de Conservação da Ilha do Mel/PR. Com o objetivo de analisar a relação entre a Educação Ambiental, o currículo e o desenvolvimento comunitário local, a pesquisa foi construída a partir da metodologia da triangulação de dados tanto para a coleta quanto para a análise, qualitativa e dialética da realidade. Como principais resultados, aponta-se que os professores, apesar de envoltos por diversas e complexas problemáticas como a alta rotatividade docente e precárias condições de trabalho, tendem a valorizar a cultura, os saberes e a natureza da Ilha na sua prática pedagógica de Educação Ambiental. The article discusses possible contributions of Environmental Education in the processes of community development, turning to the pedagogical practices of teachers who work in state camp colleges located around the Conservation Units of Ilha do Mel/PR. With the objective of analyzing the relationship between Environmental Education, curriculum and local community development, the research was constructed from the methodology of data triangulation both for the collection and for the qualitative and dialectical analysis of reality. As main results, it is pointed out that teachers, despite being surrounded by diverse and complex problems such as high teacher turnover and precarious work conditions, tend to value the culture, knowledge and nature of the Island in its pedagogical practice of Environmental Education.

The ecomuseum and solidarity tourism: a case study from northeast Turkey

2019 ◽  
Vol 9 (4) ◽  
pp. 537-552
Author(s):  
Mustafa Doğan
Keyword(s):  
Community Development ◽  
Rural Areas ◽  
Design Methodology ◽  
Qualitative Data ◽  
Local Community ◽  
Content Type ◽  
The Impact ◽  
The Relationship ◽  
Depth Interviews

Purpose The purpose of this paper is to examine the relationship between the ecomuseum and solidarity tourism and to measure their impact on community development. Design/methodology/approach The study presented here adopts two methods for collecting qualitative data: in-depth interviews and observations. The total number of village households was 42 and the number of households that hosted tourists in their home was 20. Due to the exploratory nature of this study, qualitative methods were employed in the form of lengthy interviews with 13 residents. Findings The findings indicate that tourism for the Bogatepe Village ecomuseum has focused on a solidarity perspective which has provided significant benefits to the community ensuring local sustainable development. The ecomuseum as a concept and a destination has helped to control tourism and strengthened the impact of solidarity tourism on the local community. Research limitations/implications The research presented here must be seen as exploratory. More generally, further research is needed to look at the possibility of developing this type of tourism in other rural areas and similar regions of Turkey (covering both small and large areas) with an important cultural heritage. Originality/value The combination of the ecomuseum and solidarity tourism can provide a sustainable solution for tourism in rural areas and provide a model in the development of tourism to other villages in Turkey. The question is whether it could also be used in larger rural areas. The study underlines that Bogatepe is certainly worthy of future study.

scholarly journals Paulo Freire e a resistência à naturalização da ordem social vigente

2021 ◽  
Vol 16 ◽  
pp. 1-15
Author(s):  
Lavoisier Almeida dosntos Santos ◽  
Valci Melo ◽  
Maria do Socorro Aguiar de Oliveira Cavalcante
Keyword(s):  
Social Practice ◽  
Historical Materialism ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Negative Results ◽  
The Social ◽  
Relationship Of ◽  
The Relationship ◽  
The City ◽  
Concrete Reality

This work had as an objective to examine the importance and the utilization of Paulo Freire’s legacy for the comprehension of the nature of education, the social historic conditioning of school and the relationship of the pedagogical practice-social practice. For that, we analyzed a discursive event occurred in teaching institutions of the city of Maceió, Ceará, Brazil. In order to carry out this analysis, in addition to Freire’s theory, we relied on the theoretical-methodological assumptions of the Discourse Analysis, founded in France, by Michel Pêcheux, anchored in the Dialectical and Historical Materialism. From the analyzed case, we demonstrate that, contrary to the accusations that attribute to Freirean ideas the responsibility for the negative results of Brazilian education, what exists is the total absence of these ideas in the concrete reality of Brazilian schools today. This fact reaffirms the importance of his work as a point of resistance against conservative policies and excluding pedagogical practices.

scholarly journals NGOs as Contributing Factor to Local Communities’ Development in Rwanda. An Overview of Care International in Bugesera District

2021 ◽  
Vol 04 (06) ◽  
Author(s):  
Dr. MBONIGABA Celestin
Keyword(s):  
Community Development ◽  
Local Community ◽  
Pearson Correlation ◽  
Target Population ◽  
Local Communities ◽  
P Value ◽  
Cluster Sampling ◽  
Sampling Techniques ◽  
Quality Of Data ◽  
The Relationship

This paper investigated the contribution of NGOs on the local communities’ development in Rwanda, a case of Care International in Bugesera District (2015-2019). Specific objectives were to analyze Care International-NGO activities in Bugesera District; to assess indicators of local community development of beneficiaries from Bugesera District; to find out the relationship between Care International-NGO and local community development of its beneficiaries in Bugesera District. This study analyzed quality of data from respondents through interviews. Quantitatively the study described the contribution of NGOs on local community development in Rwanda. The correlational study was used to show the relationship between two variables. The target population 13,815 beneficiaries of Care International Rwanda, Bugesera District. Sample size was 99 respondents from Care International Rwanda, Bugesera Cluster. Sampling techniques were convenience and purposive sampling techniques. Data collection instruments used questionnaires technique. Data was analysed using the frequencies, descriptive and Pearson correlation tools in SPSS IBM 21.0 version. Findings revealed that there are different activities offered by care International-NGO in Bugesera District include strengthening the capacity for self-help for beneficiaries in Bugesera, confirmed by 90.9% respondents. Care International providing economic opportunity to beneficiaries in Bugesera, confirmed by 72.7% respondents. Findings showed different indicators of local community development of beneficiaries from Bugesera District such as an increased in agricultural and livestock productivity, confirmed by 74.7% respondents. They have food security and promote trade of agriculture products; confirmed by 71.7% respondents. An access to education for citizens and able to obtain school fees to their children, confirmed by 82.8% respondents. Findings showed the relationship between Care International-NGO and local community development of its beneficiaries in Bugesera District presented by p-value equals 0.000 which is less than Alpha (0.01). The level of relationship is r2 = .806** categorized as positive and very strong correlation.

scholarly journals INTERDEPENDENCE OF ENVIRONMENTAL CULTURE AND ENVIRONMENTAL EDUCATION

2020 ◽  
pp. 119-128
Author(s):  
Станіслав Пономаренко
Keyword(s):  
Environmental Education ◽  
Education System ◽  
Modern Society ◽  
Environmental Problems ◽  
Educational Process ◽  
Pedagogical Practice ◽  
Public Attention ◽  
Ecological Culture ◽  
The Relationship

The article considers the main stages of the education system development, revealing the presence of an ecological component in it, reveals the relationship between environmental culture and environmental education. It is established that the education system still does not include as particularly important goals of personal knowledge and skills that shape its environmental culture, although the role of the latter in the formation of the value system of modern society is becoming increasingly important. The key to the formation of ecological culture is the education system, which, accumulating the achievements of science and practice, is able to change the way of life, human activity and society as a whole in accordance with the changes taking place in the biosphere. The effect of advancement in environmental education includes a number of basic characteristics, the implementation of which will result in an increase in the overall level of environmental culture. Environmental education is initiated by UNESCO (“Planet Survival Program”), the process of “landscaping” receives a theoretical basis and implementation in pedagogical practice, the credo of which is “to prepare people for dialogue with nature”. The public, concerned about the weakening of public attention to environmental education, is taking steps to change the situation to strengthen general environmental training in secondary and higher education, as an integral part of raising the level of environmental culture of the younger generation. It is proved that the family is the main center of society, the ecological component of which can be realized as parents, other family members are open to environmental problems. Preschools are designed to continue to perform the same function. With a favorable course of the process up to 5‒6 years, children form an idea of the relationship of natural phenomena with human activities. Underestimation of the role of this stage of the educational process distorts the perception of environmental problems in the future. New opportunities are concluded in the next stage of environmental education ‒ school and university. This is the main unit of the environmental education system.

Agriculture: A Fundamental Principle

1990 ◽  
Vol 3 (1) ◽  
pp. 1-17
Author(s):  
Paul Hanley
Keyword(s):  
Community Development ◽  
Human Nature ◽  
Agricultural Development ◽  
Local Community ◽  
Fundamental Principle ◽  
Economic Viability ◽  
Agricultural Systems ◽  
The World ◽  
The Relationship

Proper agricultural development is a “fundamental principle” conductive “to the advancement of mankind and to the reconstruction of the world” For this reason, Bahá’u’lláh instructs us to give “special regard” to agricultural development, but to a form of development shaped by and serving the goals of unity, justice, equity, and sustainability. The task of building a new social and economic order is associated with the redesign of food and agricultural systems, locally and internationally. A survey of the Bahá’í writings imparts vision of appropriate leading values for agriculture to ensure that development results in both ecological and economic viability. The survey further consider some of the implications for agriculture of the human/nature relationship, the role of women, the role of science and technology, and the relationship between globalism and local community development.

Transformative education and community development: sharing learning to challenge inequality

2016 ◽  
Author(s):  
Anindita Adhikari ◽  
Peter Taylor
Keyword(s):  
Community Development ◽  
Education Policy ◽  
Education System ◽  
Teaching And Learning ◽  
Formal Education ◽  
Local Community ◽  
Transformative Education ◽  
Constructing Knowledge ◽  
The Relationship ◽  
Innovative Approaches

This chapter reflects on the relationship between knowledge, power and education and applies this to a discussion on India’s education policy trajectory and outcomes. The chapter then discusses the ways in which education can in fact overcome this conflict between structure and purpose and play a transformational role by creating more empowering and sustainable forms of community development. Three examples from India are presented where innovative approaches have been used to promote greater diversity in schools, to involve communities in co-constructing knowledge, to build institutional bridges between the local community and formal education system and to embed teaching and learning in wider community development efforts. The chapter takes a deep look at the opportunities which these approaches provide to address inequalities, as well as some of the challenges in their application in India and other countries.

scholarly journals ENVIRONMENTAL EDUCATION AND AWARENESS TO PROTECT EGYPTIAN TORTOISE (TESTUDO KLEINMANNI) BY LOCAL COMMUNITY PARTICIPATION

2021 ◽  
Vol 4 (1) ◽  
pp. 11-22
Author(s):  
Murad Buijlayyil ◽  
Aşkın Kiraz
Keyword(s):  
Environmental Education ◽  
Local Community ◽  
Positive Impact ◽  
Environmental Awareness ◽  
Local Population ◽  
Monthly Income ◽  
Good Opportunity ◽  
The People ◽  
Education And Awareness ◽  
The Relationship

This research has examined the effectiveness of education and environmental awareness of the local population in protecting Egyptian tortoises. The study aimed to obtain information about the relationship between the level of education, monthly income and its relationship to tortoise protection and the prevention of smuggling and illegal trade. The results were obtained through the preparation of a questionnaire that included 40 people from the local population. They were surveyed using the SPSS26 program. According to the results obtained by the research, significant differences were found in the environmental attitudes of the local population who did not have a chance to have a good education and their monthly income was very low. It could be said that the people who got a good opportunity for education and their economic situation is stable, this has a positive impact on their environmental behaviour. Keywords: environmental education, environmental awareness, Egyptian tortoise

scholarly journals Bibliographic review of articles on pedagogical practice of environmental education in schools

2018 ◽  
Vol 14 (3) ◽  
pp. 304-312 ◽  
Author(s):  
Pitt de Mello ◽  
Rebeca Chiacchio Azevedo Fernandes
Keyword(s):  
Elementary Schools ◽  
Elementary Education ◽  
Environmental Education ◽  
Methodological Approach ◽  
Pedagogical Practices ◽  
School Level ◽  
Pedagogical Practice ◽  
Research Focus ◽  
Government Organizations ◽  
Thematic Area

This article aims to identify pedagogical practices in the area of Environmental Education (EA) developed in Elementary Schools. We have carried out a bibliographical research of articles published in the last five years in national and international journals. Eight journals were consulted, one of them referring to Geosciences Teaching, four of them referring to Science Teaching and three specifically about Environmental Education taking all the numbers published between 2013 and 2017. In those journals, thirteen articles were selected that presented some relation to our research focus, and these were described and characterized in relation to the School Level, Thematic Area, Methodological Approach and Macro tendency of Environmental Education. In the set of papers analyzed, there was a predominance of papers focused on the Elementary Education Level, for the Thematic Area of Environmental Education and Pragmatic macro tendency. In relation to the Methodological Approach, we identified works on environmental conceptions, proposing seminars on sustainability, analysis of pedagogical practices in Environmental Education, among others. We have identified that although there are many studies focusing on Environmental Education in schools, none of them are concerned with the proposals of Government Organizations for Environmental Education in Environmental Education, the focus of our Master's research, which justifies its development.

scholarly journals AS CONDIÇÕES DE TRABALHO NA ESCOLA BÁSICA: novas lentes para detectar o mal-estar-docente

2019 ◽  
Vol 26 (3) ◽  
pp. 207
Author(s):  
Neide Cavalcante Guedes
Keyword(s):  
Working Conditions ◽  
Local Community ◽  
Daily Practice ◽  
Work Conditions ◽  
Pedagogical Practice ◽  
9Th Grade ◽  
Professional Teacher ◽  
The City ◽  
Empirical Field ◽  
Conditions Of Work

Este artigo tem como foco as condições de trabalho enfrentadas por docentes que atuam no ensino fundamental e que evidenciam o mal-estar docente e as consequências desse adoecimento para a prática pedagógica do educador. As reflexões trazidas neste artigo têm como objetivo as condições de trabalho a que os professores são submetidos nas escolas e o que eles pensam sobre essas condições o que na maioria das vezes gera o que se denominou de mal-estar docente. Tem como objetivo refletir acerca dos impactos resultantes das condições de trabalho, da desvalorização social e do acúmulo de responsabilidades na vida dos educadores que se refletem no cotidiano da sua prática. O campo empírico se constituiu de uma escola da rede estadual localizada na cidade de Teresina-Piauí, com 06 (seis) professores participantes sendo 03 (três) que atuam de 1º ao 4º ano e 03 (três) do 5º ao 9º ano. As conclusões se encaminham no sentido de entender que este mal-estar é um sentimento largo que afeta as relações dentro da escola e fora dela, se expandindo para a comunidade local e permanecendo com o docente mesmo quando este se ausenta da escola; é um afeto desprazeroso que tem poder e fragilidades, mas que pode ser transformado com ações inversas, embora seja contagiante e se espalhe facilmente, prejudicando o processo de ensinar e aprender.THE CONDITIONS OF WORK IN THE BASIC SCHOOL: new lenses to detect teacher malaiseABSTRACTThis article focuses on the working conditions faced by teachers who work in elementary school and which evidence the teacher malaise and the consequences of this illness for the educator's pedagogical practice. The reflections brought in this article have as objective the conditions to which teachers are subjected in schools and what they think about these conditions, which often generates what is called teacher malaise. It aims to reflect on the impacts resulting from working conditions, social devaluation and the accumulation of responsibilities in the lives of educators that are reflected in their daily practice. The empirical field consisted of a state school located in the city of Teresina-Piauí, with 06 (six) participating teachers being 03 (three) working from 1st to 4th grade and 03 (three) from 5th to 9th grade. The conclusions are to understand that this malaise is a broad feeling that affects relationships within and outside the school, expanding to the local community and staying with the teacher even when the teacher is absent from school; It is an unpleasant affection that has power and weaknesses, but can be transformed with reverse actions, although it is contagious and easily spread, hindering the process of teaching and learning.Keywords: Teacher malaise; Work conditions; Professional teacher; Basic school.LAS CONDICIONES DE TRABAJO EN LA ESCUELA BÁSICA: nuevas lentes para detectar el malestar docenteRESUMENEste artículo tiene como foco las condiciones de trabajo enfrentadas por docentes que actúan en la enseñanza fundamental y que evidencian el malestar docente y las consecuencias de esa adicción para la práctica pedagógica del educador. Las reflexiones traídas en este artículo tienen como objetivo las condiciones de trabajo a que los profesores son sometidos en las escuelas y lo que ellos piensan sobre esas condiciones lo que en la mayoría de las veces genera lo que se denominó malestar docente. Tiene como objetivo reflexionar acerca de los impactos resultantes de las condiciones de trabajo, de la devaluación social y del acúmulo de responsabilidades en la vida de los educadores que se reflejan en el cotidiano de su práctica. El campo empírico consistió en una escuela estatal ubicada en la ciudad de Teresina-Piauí, con 06 (seis) maestros participantes siendo 03 (tres) trabajando de 1 ° a 4 ° grado y 03 (tres) de 5 ° a 9 ° grado. Las conclusiones se encaminan en el sentido de entender que este malestar es un sentimiento amplio que afecta las relaciones dentro de la escuela y fuera de ella, extendiéndose hacia la comunidad local y permaneciendo con el docente aun cuando éste se ausenta de la escuela; es un afecto desagradable que tiene poder y fragilidades, pero que puede ser transformado con acciones inversas, aunque es contagioso y se esparce fácilmente, perjudicando el proceso de enseñar y aprender.Palabras clave: Malestar docente; Condiciones de trabajo; Profesional docente; Escuela básica.

scholarly journals Between research and community development: Negotiating a contested space for collaboration and creativity

2018 ◽  
pp. 21-48
Author(s):  
Sarah Banks ◽  
Andrea Armstrong ◽  
Anne Bonner ◽  
Yvonne Hall ◽  
Patrick Harman ◽  
...  
Keyword(s):  
Community Development ◽  
Local Community ◽  
Development Projects ◽  
Participatory Action ◽  
Contested Space ◽  
Inquiry Group ◽  
North East ◽  
Development Processes ◽  
The Relationship

This chapter discusses the relationship between co-produced research and community development. In particular, it addresses longstanding debates about whether certain forms of co-produced research (especially participatory action research), are, in fact, indistinguishable from community development. This question is explored with reference to Imagine North East, a co-produced research project based in North East England, which was part of a larger programme of research on civic participation (Imagine – connecting communities through research). The chapter offers a critical analysis of three elements of Imagine North East: an academic-led study of community development from the 1970s to the present; starting with the national Community Development Projects in Benwell and North Shields; a series of community development projects undertaken by local community-based organisations; and the challenges and outcomes of a joint process of reflection and co-inquiry. It considers the role of co-produced research in challenging stigma, celebrating place and developing skills and community networks – all recognisable as community development processes and outcomes. It also discusses the difficult process of bringing together a disparate group of people in a co-inquiry group; the time taken to develop identities as practitioner-researchers; and the skills required to engage in a kind of ‘collaborative reflexivity’ whereby members of the group critically reflected together on the group’s role and dynamics.

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