A atividade turística no Brasil tem alcançado grande expansão, principalmente o segmento do turismo ecológico. Este artigo foi elaborado a partir das reflexões de Dias, em sua obra Educação Ambiental; princípios e práticas, e de Ruschman, em Turismo no Brasil; análise e tendências. Através dessas análises bibliográficas, foi possível observar a importância de se promover a educação ambiental, tanto no sentido formal quanto informal, e também de se relacionar a produção do conhecimento com a atividade turística empresarial. Trata-se, portanto, de uma reflexão sobre a valorização e utilização da ciência e do conhecimento como instrumento de orientação para se estabelecer as bases do desenvolvimento sustentável, que deve envolver diversas dimensões, tais como a econômica, a social, a cultural e a ambiental.
En este ensayo hablaremos de dos problemas de conocimiento en los que estamos empeñados a enfrentar todos aquellos que consideramos la educación como objeto central primario en la búsqueda de nuevos valores y nuevos sentidos de patria. Estos problemas son, primero, el del sueño político de avanzar hacia una educación completa, intercultural negociada y enmarcada en el reconocimiento y aprehensión de los procesos complejos de la vida y, segundo, el abordaje conceptual de la gravedad de la crisis ecológica tal como se presenta en la actualidad, como destrucción de recursos no renovables y creación de residuos no reciclables, y que debe su aparición a un determinado tipo de cultura. íntimamente unida al sistema vigente de producción y consumo (J. Ballesteros y P. Adán. 1997).ABSTRACTIn this essay we will talk about two knowledge problems that have to make something with all the people who consider education as a primary central object in the search of new values as well as new senses of native country. These problems are at first the politician dream of pushing forward to a complete intercultural education traded and remarked in recognition of such complex processes of life and second, an understanding concept of the seriousness of actual ecological crisis represented by destruction of no renewable resources and the creation of no recyclable products that due its existence by a determined type of culture which is related to the actual production and consumption system. (J. Ballesteros and P. Adan. 1997). ; En este ensayo hablaremos de dos problemas de conocimiento en los que estamos empeñados a enfrentar todos aquellos que consideramos la educación como objeto central primario en la búsqueda de nuevos valores y nuevos sentidos de patria. Estos problemas son, primero, el del sueño político de avanzar hacia una educación completa, intercultural negociada y enmarcada en el reconocimiento y aprehensión de los procesos complejos de la vida y, segundo, el abordaje conceptual de la gravedad de la crisis ecológica tal como se presenta en la actualidad, como destrucción de recursos no renovables y creación de residuos no reciclables, y que debe su aparición a un determinado tipo de cultura. íntimamente unida al sistema vigente de producción y consumo (J. Ballesteros y P. Adán. 1997).ABSTRACTIn this essay we will talk about two knowledge problems that have to make something with all the people who consider education as a primary central object in the search of new values as well as new senses of native country. These problems are at first the politician dream of pushing forward to a complete intercultural education traded and remarked in recognition of such complex processes of life and second, an understanding concept of the seriousness of actual ecological crisis represented by destruction of no renewable resources and the creation of no recyclable products that due its existence by a determined type of culture which is related to the actual production and consumption system. (J. Ballesteros and P. Adan. 1997).
An annual project carried out with secondary school students attending 2nd year is described in this paper. A comparison between a modified environment, Barrancas de Belgrano (Belgrano Ravines), and a natural environment, Reserva Natural Otamendi (Otamendi Natural Reservation) was established in order to analyze and reflect on the ecological processes and the effects of human action on the surroundings. This proposal permitted to do an analysis including cultural, social, educative, and legislative aspects as well as conservation policies. Besides, this project allowed students, active members of the community, to think and decide in a critically and consciously way about the use and conservation of the environment in general, and of the biodiversity in particular. ; El presente trabajo describe un proyecto anual realizado con alumnos de 2do año de la escuela secundaria. En él se estableció una comparación entre un ambiente modificado, las Barrancas de Belgrano, y un ambiente natural, la Reserva Natural Otamendi, con el fin de analizar y reflexionar sobre los procesos ecológicos y los efectos de la acción humana en el entorno. Esta propuesta permitió, además, un análisis que incluyó aspectos culturales, sociales, educativos, de políticas de conservación y legislativos. Asimismo, posibilitó que los alumnos, miembros activos de una comunidad, piensen y decidan crítica y conscientemente sobre el uso y la conservación del medio ambiente, en general, y la biodiversidad, en particular.
The development of the project was based on the popularization and validation of the pattern on the current handling of the waste generated in the laboratories of practice of the bacteriology program and the I.P.S. of the Colegio Mayor de Cundinamarca University, in Bogotá, where the master plan is included for managing of waste, and to verify the correlation with the reality, to know breaches and faults during the process of managing of waste, I realize the establishment of conformities or non conformities of the model was realized, as well as of critical points of control for stage of the process and determination of corrective actions using a specific validation protocol for each area, based in the tool of the insurance of the quality HACCP, to predict, to prevent, to unify processes, to mitigate and to compensate the impacts that the production of these can generate about the environment and the quality of life of the community. The obtained results indicate us that the model elaborated for the institution of services of health and the practice laboratories on managing of waste this being applying, it is known and one gives fulfillment to the legislation on managing of waste, faults were detected in the process, corrective actions were decided to improve and to update the model; giving guidelines to involve a program of follow-up, validation, monitoring and environmental education in institutions so much university and institution of services of health in Bogotá that taken the importance of the correct managing of waste, the necessity of the normalization and application of the existent legislation. ; El desarrollo del proyecto se basó en la divulgación y validación del modelo sobre el manejo actual de los desechos generados en los laboratorios de práctica del programa de bacteriología y la I.P.S. de la Universidad Colegio Mayor de Cundinamarca, donde se incluye el plan maestro para manejo de desechos. Para verificar la correlación con la realidad, conocer incumplimientos y fallas durante el proceso de ...
The development of the project was based on the popularization and validation of the pattern on the current handling of the waste generated in the laboratories of practice of the bacteriology program and the I.P.S. of the Colegio Mayor de Cundinamarca University, in Bogotá, where the master plan is included for managing of waste, and to verify the correlation with the reality, to know breaches and faults during the process of managing of waste, I realize the establishment of conformities or non conformities of the model was realized, as well as of critical points of control for stage of the process and determination of corrective actions using a specific validation protocol for each area, based in the tool of the insurance of the quality HACCP, to predict, to prevent, to unify processes, to mitigate and to compensate the impacts that the production of these can generate about the environment and the quality of life of the community. The obtained results indicate us that the model elaborated for the institution of services of health and the practice laboratories on managing of waste this being applying, it is known and one gives fulfillment to the legislation on managing of waste, faults were detected in the process, corrective actions were decided to improve and to update the model; giving guidelines to involve a program of follow-up, validation, monitoring and environmental education in institutions so much university and institution of services of health in Bogotá that taken the importance of the correct managing of waste, the necessity of the normalization and application of the existent legislation. ; El desarrollo del proyecto se basó en la divulgación y validación del modelo sobre el manejo actual de los desechos generados en los laboratorios de práctica del programa de bacteriología y la I.P.S. de la Universidad Colegio Mayor de Cundinamarca, donde se incluye el plan maestro para manejo de desechos. Para verificar la correlación con la realidad, conocer incumplimientos y fallas durante el proceso de ...
The development of the project was based on the popularization and validation of the pattern on the current handling of the waste generated in the laboratories of practice of the bacteriology program and the I.P.S. of the Colegio Mayor de Cundinamarca University, in Bogotá, where the master plan is included for managing of waste, and to verify the correlation with the reality, to know breaches and faults during the process of managing of waste, I realize the establishment of conformities or non conformities of the model was realized, as well as of critical points of control for stage of the process and determination of corrective actions using a specific validation protocol for each area, based in the tool of the insurance of the quality HACCP, to predict, to prevent, to unify processes, to mitigate and to compensate the impacts that the production of these can generate about the environment and the quality of life of the community. The obtained results indicate us that the model elaborated for the institution of services of health and the practice laboratories on managing of waste this being applying, it is known and one gives fulfillment to the legislation on managing of waste, faults were detected in the process, corrective actions were decided to improve and to update the model; giving guidelines to involve a program of follow-up, validation, monitoring and environmental education in institutions so much university and institution of services of health in Bogotá that taken the importance of the correct managing of waste, the necessity of the normalization and application of the existent legislation. ; El desarrollo del proyecto se basó en la divulgación y validación del modelo sobre el manejo actual de los desechos generados en los laboratorios de práctica del programa de bacteriología y la I.P.S. de la Universidad Colegio Mayor de Cundinamarca, donde se incluye el plan maestro para manejo de desechos. Para verificar la correlación con la realidad, conocer incumplimientos y fallas durante el proceso de ...
Cover -- Contents -- Foreword -- CHChapter 1. Business Ethics Education: If We Don't Know Where We're Going, Any Road Will Take Us There -- CHChapter 2. The Business Schools' Moral Dilemma -- CHChapter 3. Views on the Importance of Ethics in Business Education: Survey Results From AACSB Deans,CEOs, and Faculty -- CHChapter 4. Architectures of Excellence: Building Business School Reputation by Meeting the Ethics Challenge -- CHChapter 5. A Blueprint for Designing an Ethics Program in an Academic Setting -- CHChapter 6. Using the Business Integrity Capacity Model to Advance Business Ethics Education -- CHChapter 7. Considering the Emotional Side of Business Ethics -- CHChapter 8. Learning to Teach Ethics From the Heart: A Journey of Discovery From the Inside Out -- CHChapter 9. Moral Imagining: Toward Using Cognitive Science in Teaching Business Ethics -- CHChapter 10. Toward an Ethical Sense of Self for Business Education -- CHChapter 11. A Decision Making Framework for Business Ethics Education -- CHChapter 12. Creating Enviromental Change Through Business Ethics and Society Courses -- CHChapter 13. Educating Managers for Global Business Citizenship -- CHChapter 14. Educating Students in Corporate Governance and Ethics -- CHChapter 15. Beyond Agency Theory: Common Values for Accounting Ethics Education -- CHChapter 16. Business Ethics and Social Responsibility in the Huamn Resource Management Curriculum.
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The aim of this article is to present an updated overview of the progress achieved by Higher Education Institutions (HEIs) in Colombia in the institutionalization of the environmental engagement. The document explores the incorporation of environmental issues into domains including, in addition to the fundamental activities—teaching, research, and extension—institutional policies and participation, and environmental planning and management. A survey was conducted with 60 private and public HEIs located in different regions of the country. This is a qualitative exploratory research supported by analysis of descriptive statistics. It was carried out based on a scale fixed for each domain, which uses percentages as a basis for indicating the levels of environmental engagement of each of the HEIs. Governance and participation constituted the highest-performing domain, showing the interest of the HEIs in strengthening environmental policies. Campus management and planning was the less-performing domain. These results establish the need to generate self-regulation and institutional improvement strategies, and to promote processes for further research. ; El propósito de este artículo es presentar una visión actualizada de los avances logrados por instituciones de educación superior [IES] del país en el proceso de institucionalización del compromiso ambiental. Se indaga por la inclusión de los temas ambientales en ámbitos que incluyen, además de las funciones sustantivas de docencia, investigación y extensión, las políticas institucionales y la participación, gestión y ordenamiento ambiental. La encuesta fue diligenciada por 60 IES públicas y privadas, ubicadas en diferentes regiones del país. El carácter de la investigación es cualitativo, de tipo exploratorio, apoyado en análisis de estadística descriptiva y elaborada con base en una escala establecida para cada ámbito a partir de porcentajes que definen los niveles de compromiso ambiental de cada una de las IES. El ámbito de desempeño más alto fue el de gobierno y participación, lo cual muestra el interés de las IES por fortalecer las políticas ambientales. El más bajo fue el de gestión y ordenamiento del campus. Estos resultados establecen la necesidad, de generar estrategias de autorregulación y mejoramiento institucional, y promover procesos de continuidad de esta investigación. ; L'objectif de cet article est de présenter un aperçu actualisé des progrès accomplis par les Institutions d'Enseignement Supérieur (IES) en Colombie dans le processus d'institutionnalisation de l'engagement envers l'environnement. Le document examine l'incorporation de questions environnementales dans des domaines tels que les politiques institutionnelles et la participation, la gestion et l'aménagement du territoire, outre les activités fondamentales d'enseignement, de recherche, et de vulgarisation. Une enquête a été menée auprès de 60 IES publiques et privées situées dans diverses régions du pays. La présente étude est de caractère exploratoire et qualitatif, étayée par une analyse de statistique descriptive, et élaborée sur la base d'une échelle établie pour chaque domaine, dont l'usage de pourcentages détermine le niveau d'engagement vers l'environnement de chacune de ces IES. Le domaine le plus performant a été celui de la gouvernance et la participation, ce qui indique l'intérêt des IES de renfoncer les politiques environnementales. Le moins performant correspond à la gestion et l'aménagement du campus. Ces résultats soulignent la nécessité d'élaborer des stratégies d'auto-régulation et d'amélioration des institutions, et la nécessité de promouvoir des processus de poursuite de cette recherche. ; O propósito deste artigo é apresentar uma visão atualizada dos avanços logrados pelas instituições de educação superior [IES] do país no processo de institucionalização do compromisso ambiental. Indaga-se pela inclusão de questões ambientais em áreas que incluem, além das funções fundamentais de ensino, pesquisa e extensão, políticas institucionais e a participação, gestão e ordenamento ambiental. A pesquisa de opinião foi diligenciada por 60 IES públicas e privadas, localizadas em diferentes regiões do país. A natureza da pesquisa é qualitativa, exploratória, com suporte na análise de estatística descritiva e elaborada com base em uma escala estabelecida para cada âmbito de percentagens que definem os níveis de compromisso ambiental de cada uma das IES. O âmbito de desempenho mais alto foi o governo e a participação, o que mostra o interesse das IES para fortalecer as políticas ambientais. O mais baixo foi o de gestão e ordenamento do campus. Estes resultados estabelecem a necessidade de gerar estratégias de auto regulação e melhoria institucional e para promover processo de continuidade desta pesquisa.
Humans are one of the elements that can give change through their behavior, one of which is environmental change. Environmental education is carried out consciously and repeatedly or continuously with the aim that the community has awareness and concern for the state of natural resources and all its problems. Sukawening Village is one of the villages in the District of Dramaga which is a village that has major environmental problems regarding waste. This paper aims to examine the activities of environmental education in Sukawening Village and the problems that constrain the implementation of the environmental education program. The author's focus on this activity is the strategy of developing environmental education in Sukawening Village as a reference for the general public, and the village government in particular in overcoming environmental problems in Sukawening Village in order to create a clean and healthy environment.The approach used in this activity includes a qualitative method (SWOT analyze) for reviewing strategies for developing environmental education. Data collection was obtained through interviews and field observations. Based on the SWOT approach taken, the main strategy in the development of environmental education for the people of Sukawening Village is based on traditional wisdom and focus on improving community skills in local resource management. One of the recommendations given by the author is to improve environmental education in Sukawening Village, one of which is that environmental education must be a priority program for the Sukawening village government so that waste problems can be properly addressed and can increase public awareness in protecting the environment. Keywords: enviromental education, garbage, local wisdom, Sukawening villager
In recent decades, landscape design theory has been affected by an increase in pro-environmental values. Currently, concepts of 'sustainability' and 'ecosystem services' exert a strong influence. These concepts involve sustaining current human behaviors within the constraints of ecological limits and maintaining or enhancing the goods and services that humans receive from ecosystems, respectively. In this way, they are most characteristic of anthropocentric environmental worldviews with high degrees of concern for the instrumental values of ecosystems, which are indicative of shallow ecology. Previous researchers have advanced theoretical characterizations of the environmental values of landscape architects in terms of environmental ethics. However, as of yet, no statistics-based model has been developed for this purpose. In order to advance such a model, and in the effort to further characterize the environmental values of landscape architects, two studies were performed. Both utilized data collected with the New Ecological Paradigm (revised-NEP) survey. In the first study, a Shallow v. Deep Worldview model was used to characterize revised-NEP survey responses of landscape architecture students and alumni practitioners from Utah State University (USU) in terms of shallow or deep ecology. The results indicate that the groups exhibited essentially anthropocentric environmental values, which were characteristic of shallow ecology worldviews. In the second study, the revised-NEP survey was used to assess the environmental worldviews of general education and landscape architecture students at USU. The results indicate that the landscape architecture students exhibited greater pro-environmental worldviews, which were correlated to differences in political orientation between the groups. Overall, the results of the two studies support the notions that the study or practice of landscape architecture is correlated to greater pro-environmental values than are common for general higher education students, and that, in general, current landscape architecture students and practitioners exhibit environmental values that are characteristic of ecologically-concerned, yet essentially anthropocentric, shallow ecology worldviews.
Se caracteriza someramente la situación ambiental de Angola y la política que sigue Gobierno para revertir la situación actual, con énfasis en la preparación de los maestros que ejercen la enseñanza primara. Se toma como unidad de análisis a la Cátedra de Ciencias Humanas de la Escuela de Magisterio Primario de Luanda y se exponen 18 consideraciones generales para implementar la superación de los profesores en materia de educación ambiental.Briefly characterizes the enviromental situation in Angola and the Government's policy is to reserve the current situation, with enphasis on preparing teachers to work in primary and secondary education. Is taken as the unit of analysis to the Department of Human Sciences in the School of Elementary education Luanda and exposes 18 general considerations to implement the improvement of teachers in the environmental education.
This is a reflection as a part of a doctoral research project, which belongs to the didactic change line and teacher training of science, attached to the DIE at District University Francisco José de Caldas. We talk about the importance of understanding how cultural and environmental diversity offers possibilities within the didactics of sciences to configure a scholar science contextualize. We consider elements of the meanings web of communities, and characteristics of the society in which they are immersed, to enrich the curricular constructions by teachers in service. The above implies generating deeper synergies between the formative and the educational. Formative aspects directs the planning, construction and monitoring curricular processes (at the macro, medium and micro level), while educational aspects permeates social spheres such as personal, family and community (linking the political, ethical and axiological aspects of the people), that is in permanent configuration in the life within the experiences and decisions taken in the everydayness. In this sense, the possibility of linking cultural and environmental diversity would make it possible to construct didactic scenarios that contribute to the exploration of dynamic meaning webs and transcendental significance transforming both the subjectivity of each person and the intersubjectivity that are consensual and constructed within a context, recognizing that human dignity, quality of life and citizenship are areas of direct influence of the sciences. Finally, as conclusions, reference is made to the fact that cultural and environmental diversity implies thinking about a curriculum where psychological or cognitive attitudes of learning and teaching transcend towards more sociological anthropological conceptions of education. ; Este artículo de reflexión documentada forma parte del estado del arte de una investigación doctoral, que se está desarrollando en el DIE de la Universidad Distrital Francisco José de Caldas. Aquí se plantea la importancia de ...
El desarrollo de las competencias en la lectura y escritura desde la educación ambiental, es una propuesta que se inscribe en los marcos de la legislación educativa colombiana: la Ley General de Educación y el Decreto 1860, que orientan el currículo hacia la transversalidad de diferentes temas, de interés particular-global; teniendo en cuenta la pertinencia de los elementos que ofrece el contexto en el escenario donde se implementa esta propuesta, se fundamenta en la reflexión sobre el proceso del desarrollo de las competencias en lectura y escritura, asumiendo la educación ambiental como eje transversal en el área de lenguaje; ello, por medio de los proyectos de aula, como un camino de integración curricular. El proyecto se implementó en el grado octavo, en la Institución Educativa Latorre Gómez, de El Retorno, Guaviare, Colombia. ; Abstract. The development of the competences in the reading and writing from the environmental education. The competences for the reading and the writing with the environmental education, it is a proposal that registers from the parameters of the educational Colombian legislation: The Ley General de la Educación and the Decreto 1860 that lead the curriculum toward the transversally of different topics that are of particular and global interest; also keeping in mind the relevancy of the elements that offers the context of the scenario where this proposal is implemented. This work is based in the reflection on the process of the development of the reading abilities through the particular, general and global interests and topics of the environmental education as traverse axis in the language area; by means of the classroom projects as a way to curricular integration. The project was implemented in the eighth level, in the Educative Institution Latorre Gómez of El Retorno town in Guaviare, Colombia. ; Maestría
This is a reflection as a part of a doctoral research project, which belongs to the didactic change line and teacher training of science, attached to the DIE at District University Francisco José de Caldas. We talk about the importance of understanding how cultural and environmental diversity offers possibilities within the didactics of sciences to configure a scholar science contextualize. We consider elements of the meanings web of communities, and characteristics of the society in which they are immersed, to enrich the curricular constructions by teachers in service. The above implies generating deeper synergies between the formative and the educational. Formative aspects directs the planning, construction and monitoring curricular processes (at the macro, medium and micro level), while educational aspects permeates social spheres such as personal, family and community (linking the political, ethical and axiological aspects of the people), that is in permanent configuration in the life within the experiences and decisions taken in the everydayness. In this sense, the possibility of linking cultural and environmental diversity would make it possible to construct didactic scenarios that contribute to the exploration of dynamic meaning webs and transcendental significance transforming both the subjectivity of each person and the intersubjectivity that are consensual and constructed within a context, recognizing that human dignity, quality of life and citizenship are areas of direct influence of the sciences. Finally, as conclusions, reference is made to the fact that cultural and environmental diversity implies thinking about a curriculum where psychological or cognitive attitudes of learning and teaching transcend towards more sociological anthropological conceptions of education. ; Este artículo de reflexión documentada forma parte del estado del arte de una investigación doctoral, que se está desarrollando en el DIE de la Universidad Distrital Francisco José de Caldas. Aquí se plantea la importancia de comprender cómo la diversidad cultural y ambiental brindan posibilidades dentro de la didáctica de las ciencias al generar contribuciones que propendan por la configuración de la ciencia escolar contextualizada, teniendo en cuenta elementos de las tramas de significados de las comunidades y las características de la sociedad en las que están inmersas, para enriquecer las construcciones curriculares de los profesores en ejercicio. Lo anterior implica generar sinergias más profundas entre lo formativo y lo educativo, en la medida que si bien este último direcciona los procesos de planeación, construcción y seguimiento curricular (a nivel macro, meso y micro), la formación permea ámbitos sociales como el personal, familiar y el comunitario (al vincular aspectos políticos, éticos y axiológicos de los sujetos), los cuales están en constante configuración en el mundo de la vida dentro de las experiencias y decisiones que se construyen día a día. En este sentido, la posibilidad de vincular la diversidad cultural y ambiental permite construir escenarios didácticos que contribuyan a la exploración de entramados dinámicos de sentido y significado que trascienden y trasforman, tanto la subjetividad de cada persona como las intersubjetividades que se consensan y construyen con los demás dentro de un contexto, reconociendo así que la dignidad humana, la calidad de vida y la ciudadanía son ámbitos de influencia directa de las ciencias, tanto en la escuela como fuera de ella. Finalmente, como conclusiones se referencia que la diversidad cultural y ambiental implica pensar un currículo donde las posturas psicológicas o cognitivas del aprendizaje y de la enseñanza trascienden hacia concepciones más antropológicas y sociológicas de la educación. ; Este artigo de reflexão documentada faz parte do estado da arte de uma pesquisa de doutorado em percurso no programa de pós-graduação da Universidade Distrital Francisco José de Caldas. Analisamos a importância de compreender como a diversidade cultural e ambiental oferecem possibilidades dentre da didática das ciências ao contribuir na busca da configuração da ciência escolar contextualizada. Isto, tendo em conta elementos do conjunto de significações dadas pelas comunidades, assim como as características da sociedade na qual estão inseridos, para enriquecer as construções curriculares dos professores ativos. O anterior leva a gerar sinergias mais aprofundadas entre o formativo e o educacional, sabendo que o educacional direciona os processos de planejamento, construção e seguimento curricular (no nível macro, médio e micro), entanto a formação permeia âmbitos sociais como o pessoal, familiar e comunitário (ao vincular aspectos políticos, éticos, e axiológicos dos sujeitos), os quais estão em constante configuração no mundo da vida dentre as experiências e decisões que se constroem no dia a dia. Neste sentido, a possibilidade de vincular a diversidade cultural e ambiental permite construir cenários didáticos que contribuam para a compreensão de tramas dinâmicas de sentido e significado que transcendam e transformem, tanto a subjetividade de cada pessoa como as intersubjetividades que se acordam e constroem como os outros em cada contexto. Reconhecemos então que a dignidade humana, a qualidade de vida e a cidadania são âmbitos de influencia direta das ciências, tanto na escola como fora dela. Finalmente, concluímos que a diversidade cultural e ambiental implica pensar em um currículo onde as perspectivas psicológicas ou cognitivas de aprendizagem e do ensino transcendam para concepções mais antropológicas e sociológicas da educação.
