Ambient Education

Posted May 20th, 2014 by Sandra

Inside of the school effective ways must be found so that each pupil understands the natural phenomena, the actions human beings and its consequence for I obtain, its proper species, the other beings livings creature and the environment. It is basic that each pupil develops its potentialities and adopts personal positions and constructive social behaviors, collaborating for the one construction society socially joust, in a healthful environment. The school inside of the Ambient Education must sensetize the pupil to search values that lead to a harmonious convivncia with the environment and the too much species that they inhabit the planet, assisting it to critically analyze it the principles that have led to the inconsequential destruction of the natural resources and some species. Having the clarity that the nature is not inexhaustible source of resources, its reserves are finite and must be used in rational way, preventing wastefulness and considering the recycling as vital process. That the too much species that exists in the planet deserve our respect. Moreover, the maintenance of biodiversity is basic for our survival. E, mainly, that it is necessary to plan the use and occupation of the ground in the urban and agricultural areas, considering that it is necessary to have worthy conditions of housing, work, transport and leisure, areas destined to the food production and protection of natural resources.

This process of sensitization of the pertaining to school community can foment initiatives that exceed the pertaining to school environment, reaching in such a way the quarter in which the school is inserted as moved away communities more in which pupils, professors and employees inhabit. SOUZA (2000) affirms, also, that the nip of the relations intra and extra-pertaining to school is sufficiently useful in the conservation of the environment, mainly the environment of the school. The participants of the National Meeting of Politics and Methodologies for the Ambient Education (MEC/SEMAM, 1991) had suggested, among others proposals, that the works related to the Ambient Education in the school must have, as objective, the sensitization and the awareness; to search a change mannering; to form a more operating citizen; (…) to sensetize the professor, main promotional agent of the Ambient Education; (…) to create conditions so that, in formal education, the Ambient Education is a continuous and permanent process, through globalizantes actions interdisciplinares and of the instrumentation of the professors; to look to the integration between school and community, objectifying the ambient protection in harmony with the supported development.

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