Abstract This research set out to conduct a participatory diagnosis in the municipality of Cananeia, south coast of Sao Paulo - Brazil, of how different groups of adults with direct links to the marine environment (recyclable waste pickers, fishermen, teachers, municipal administrators, traditional regional coastal) view marine debris. Data gathering took place from April 2015 to March 2016 employing techniques appropriate to each group's specificities such as questionnaires and interviews. Data analysis revealed five emergent topics: retrieval of previous activities involving marine debris; resignification of concepts; identification with the marine environment; perception of and responsibility for impacts; and surprises along the way. The conclusions indicate that the development of this research propitiated moments of social learning and deepened understanding of the theme and its complexity, enabling participants to identify themselves as decision makers and active protagonists.
Resumo O estudo analisou a inserção da educação ambiental nas escolas estaduais do Paraná, situadas no Núcleo Regional de Toledo. Aplicou-se uma matriz de indicadores, composta por quatro dimensões (Gestão Democrática e Participativa, Currículo, Espaço Físico e Comunidade) em 59 escolas, correspondendo a 64,13% das instituições cadastradas. Os resultados indicaram que as escolas relatam o desenvolvimento de ações em educação ambiental. No entanto, os recursos financeiros e humanos destinados a este campo e a aproximação das escolas com as comunidades do entorno apresentaram fragilidade. O instrumento utilizado permitiu traçar um panorama de como as escolas percebem e atuam com educação ambiental. Todavia, estudos mais amplos são necessários para compreender a inserção da educação ambiental na área de estudo de forma mais aprofundada.
Abstract The present study is an analysis of the environmental education insertion in state schools, in Toledo regional Center. A matrix of indicators comprising four dimensions (Democratic and Participatory Management, Discipline Matrix, Physical Space and Community) were applied in 59 schools; it corresponds to 64.13% of the registered institutions. Results have shown that schools report to develop actions in environmental education. However, financial and human resources destined to this field, as well as schools' proximity to surrounding communities, are weak. The herein used instrument provided an overview of how schools perceive, and act in, environmental education. However, broader studies remain essential to help better understanding environmental education insertion in this study field, in a deeper way.
Pautado na fenomenologia-hermenêutica, o estudo se propõe a comparar e discutir diferentes possibilidades para coleta de dados durante uma pesquisa que procurou compreender, em profundidade, o significado da experiência estética para um grupo de dezessete pessoas em relação ao Cerrado. Essas possibilidades surgiram em decorrência da preocupação em responder à questão de pesquisa, em que as pesquisadoras buscaram dialogar com outras opções teórico-metodológicas. Sendo assim, o estudo se embasou em leituras clássicas como Merleau-Ponty e Gadamer e, gradativamente, ampliou-se o escopo teórico, incorporando autores(es) contemporâneos como Sarah Pink e Tim Ingold. Logo, o artigo apresenta as limitações e potencialidades de dois tipos de coleta de dados – walking ethnography e entrevistas – como possibilidades metodológicas para compreender a experiência estética desse grupo no Cerrado. Baseado em um paradigma interpretativo, o objetivo do presente artigo é tecer considerações sobre a potencialidade de se ampliar o diálogo com outras perspectivas metodológicas a fim de proporcionar maior consistência para a investigação. Identificou-se que as entrevistas e o walking ethnography forneceram diferentes perspectivas e foram complementares. Considerou-se, então, que a entrevista possibilitou conhecer as memórias de infância, histórico de envolvimento ético e político dos(as) participantes, enquanto que o foco do walking ethnography residiu nas práticas corporais e multissensoriais no Cerrado. As respostas afetivas testemunhadas durante o walking ethnography foram consideradas elementos fundamentais para a compreensão da experiência em uma abordagem fenomenológica e ampliaram as possibilidades de análise do presente estudo. ; This study, based on hermeneutic phenomenology, intends to compare and discuss different data collection possibilities employed in a study aimed at deeply understanding the meaning of the aesthetic experience for a group of seventeen people with regard to the Cerrado (Brazilian Savannah). These possibilities arose from the need to answer the research question, with the researchers attempting to dialogue with other theoretical and methodological options. In this sense, this study was based on classic literature such as Merleau-Ponty and Gadamer with a gradual broadening of the theoretical framework, incorporating contemporary authors such as Sarah Pink and Tim Ingold. Thus, this manuscript presents the limitations and potentialities of two types of data collection - walking ethnography and interviews - as methodological possibilities to understand the aesthetic experience of this group in the Cerrado. Based on an interpretative paradigm, this manuscript aims to make considerations on the potentiality of broadening the dialogue with other methodological perspectives in order to increase the investigation's consistency. It was noted that the interviews and the walking ethnography provided different perspectives and are therefore complementary. It was thus considered that the interviews permitted a better understanding of childhood memories and of the participants' history of ethical and political involvement, whereas walking ethnography focused on the corporeal and multi-sensorial practices in the Cerrado. The affective responses witnessed during the walking ethnography were considered to be crucial to understand the experience in a phenomenological approach and broadened the analysis possibilities in this study.
Abstract Walking ethnography studies are increasingly present in the literature on the numerous mobility methodologies found in the social sciences and humanities that potentially expand our phenomenological interpretations of the embodied and emplaced dimensions of lived experience. In this study, the mobile investigations as ontologically and epistemologically co-generative in the embodied production of aesthetic meaning-making in nature were examined, aiming to comprehend relations with the human and more than human world and reflect on the potentialities and limits of this methodology in phenomenological research and practices in environmental education. Moreover, the process of (non) representation of these experiences has been problematized insofar as they are not restricted to language, but are essentially bodily and involve multiple dimensions and connections, simultaneously with the human world and the materialities of the more than human world.
