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Environmental Education and Animation

Scholar Year: 2021/2022 - 2S

Code: LAS16    Acronym: EAA
Scientific Fields: Pedagogia, Ciências da Natureza
Section/Department: Science and Technology

Courses

Acronym N. of students Study Plan Curricular year ECTS Contact hours Total Time
LAS 36 Study Plan 5,0 60 135,0

Teaching weeks: 15

Head

TeacherResponsability
Carlos José das Neves Moreira Cardoso da CruzHead
José Miguel FreitasHead

Weekly workload

Hours/week T TP P PL L TC E OT OT/PL TPL O S
Type of classes

Lectures

Type Teacher Classes Hours
Contact hours Totals 1 4,00
Carlos Cruz   2,00
José Freitas   2,00

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

- Recognizes the importance of the social worker role for sustainability in contemporary societies.
- Understands the importance of individual and collective behavior to today’s environmental problems.
- Distinguishes common sense discourse from scientific discourse science about environmental issues and understands their relationships.
- Discusses human intervention on ecosystems regarding the available scientific knowledge.
- Discusses the environmental dilemmas of our time and recognizes the existence of different perspectives.
- Identifies, collects and selects information from credible sources.
- Integrate ecological, ethical and aesthetic values in their discourses and practices.
- Acquire knowledge about environmental education activities.

Syllabus

1. Contemporary environmental problems in relation with social and economic development
1.1 Environmental balance and environmental menaces
1.2 Natural and man-made environments in Portugal
1.3 Environmental politics in Portugal: processes, agents and actors

2. Social intervention and environmental education
2.1 Environmental education concepts and objectives
2.2 Environmental education and sustainable development
2.3 The role of a social worker for the development of an environmental citizenship


Demonstration of the syllabus coherence with the UC intended learning outcomes

The themes and concepts approached allow the development of a broad view about the environment and
environmental problems in different levels and according to different perspectives. The aim is to develop a comprehensive and complex perspective of environmental education and to reinforce the role of the social worker for the sustainable development

Teaching methodologies

Learning process includes:
- Reading of texts and articles
- Cases studies analyses in a CTSA perspective
- Classroom discussions and debates about environmental controversies
- Seminars
- Practical activities including visits and field work

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

Teaching methodologies focus on students’ activities, emphasizing the discussion of current issues and actual topics, knowledge of our environment and the discussion about commitment and participation.

Assessment methodologies and evidences

The final assessment includes a written test (30%) and all the products work developed during the learning activities (70%).

Attendance system

In all classroom sessions compulsory attendance is 75%. In the tutorial sessions compulsory attendance is 90%.

Bibliography

Agência Portuguesa do Ambiente (2007) – Guia Agenda 21 Local – Um desafio para
todos. Amadora: APA. Obtido em setembro de 2017, de
http://www.apambiente.pt/_zdata/Instrumentos/GestaoAmbiental/A21L/Guia%20A
genda%2021%20Local.pdf.
Agência Portuguesa do Ambiente (s.d.). Obtido em setembro de 2017, de
http://www.apambiente.pt/.
ASPEA – Associação Portuguesa de Educação Ambiental (s.d.). Obtido em setembro de 2017, de http://aspea.org/v1/index.php.
Bettencourt, A. & Gomes, M. (2014). Nos trilhos dos Açores – Educação para a
cidadania. Lisboa: Tinta da China.
Carrapeto, C. (2009). Educação ambiental. Lisboa: Universidade Aberta.
Comissão Europeia – Ambiente (s.d.). Obtido em setembro de 2017, de
http://ec.europa.eu/environment/index_en.htm.
Garcia, R. (2004). Sobre a Terra. Lisboa: Público.
Giordan, A. & Souchon, C. (2006). Uma educação para o ambiente. Lisboa: Instituto de
Inovação Educacional/Instituto de Promoção Ambiental.
Gonçalves, F., Pereira, R., Azeiteiro, U., & Pereira, M. (2007). Atividades práticas em
ciência e educação ambiental. Lisboa: Instituto Piaget.
Instituto da Conservação da Natureza e das Florestas (s.d.). Obtido em setembro de 2017,
de http://www.icnf.pt/portal/icnf.
Nogueira, V. (2009). Introdução ao pensamento ecológico - Educação ambiental. Lisboa:
Plátano Editora.
Palma, J. (2006). Manual de práticas ambientais. Edições Gailivro.
Santos, F. (2007). Que futuro? Ciência, Tecnologia, Desenvolvimento e Ambiente.
Lisboa: Gradiva.
Schmidt, L.; Guerra, J. e Nave, J. (2010). Educação ambiental. Balanço e perspetivas
para uma agenda mais sustentável. Lisboa: Instituto de Ciências Sociais.
Soromenho-Marques, V. (Coord.) (2010). O ambiente na encruzilhada por um futuro
sustentável. Lisboa: Esfera do Caos Editores.
Teixeira, F. (2003). Educação ambiental em Portugal. Etapas, protagonistas e referências
básicas. Torres Novas: LPN – Liga para a Proteção da Natureza.
UNEP - United Nations Environmental Programme (s.d.). Obtido em setembro de 2017, de
http://www.unep.org/.
UNESCO – Teaching and learning for a sustainable future. (s.d.). Obtido em janeiro de
2016, de http://www.unesco.org/education/tlsf/.
UNRIC – Centro Regional das Nações Unidas (s.d.). Obtido em setembro de 2017, de
http://www.unric.org/pt/.
WCED (1991). O nosso futuro comum. Lisboa: Comissão Nacional para o Ambiente e
Desenvolvimento/Meribérica/Liber.

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Página gerada em: 2022-08-11 às 00:41:54