Similar to brazilian view stated in Law no. 9.795. It is acknowledged by UK government that environmental education is necessary to ensure the effective implementation of environmental policy through an aware and informed population. Because skills such as problem solving, study and communication skills are fundamental to environmental education and central to all subjects of the National curriculum. Therefore, is ideally suited to be taught as a cross-curricular theme. The Education Reform Act (1998) ensures certain ecological and environmental principles should be incorporated in science and geography, without exclude other subjects. The students need to understand the concept of environment and their personal relations to the environment. Every judgment made has an environmental component. So, It is essential to teach people about their responsibility for their environmental actions. Social action is linked tightly to environmental action.

In contrast Robottom (apud Hale: 1) states that formal education sector has achieved only partially success in deliver to students coherent learning experiences. Environmental problems became interpreted as mainly technical problems susceptible to technical solutions typical from that science dominated by the natural science or “technocratic” approach (Schelicher in Hale:2). It seemed to be assumed that the acquisition of an ecological perspective would forestall environmental damaging actions. This trend is that to the solutions came to seen from a scientific perspective. One of the outcomes is Ecology perceived as if the environment would be an inflexible entity awaiting discovery and manipulation by the right people with the right tools. This approach prevents the development of a socially and transdisciplinary constructed framework of environmental education.

A practical example of this approach and its outcomes can be observed in Cerrado, a type of Savanna typical in Brazil. It is an ancient biome with rich biodiversity and extension equivalent to Western Europe. Nevertheless it is under pressure from agriculture and charcoal production. However if there are hundreds of defenders to Amazonian, the cerrado is almost an “unknown” in Brazil and outside. Its conservation is an issue restricted to closed circles outside common people concerns. According Bizerril (2003), even official geography books offer a mistaken view of Cerrado, as a dry and poor vegetation. So, if environmental education aims to raise awareness, it is proper propose ways to view the Cerrado in an its perspective.

Therefore my objective would be discuss options like games applied to educational purposes. Based on literature review like procedural rhetoric by bogost or learning by doing by Prensky. I plan to use unusual approachs in order to raise awareness about cerrado conservation.

References:
HALE, Monica. Ecology in Education. University Press, Cambridge 1993.
BIZERRIL, M. X. A. Ciência Hoje, Rio de Janeiro, v. 32, n. 192, p. 56-60, 2003.

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