Controversies and consensus on environmental education and education for sustainable development

A Educação Ambiental a muito tempo vem se tornando um tema importante, sendo necessário o entendimento sobre os conceitos e tendências, nacionais e internacionais. Desse modo trazemos aqui uma revisão narrativa, construída a partir do mapeamento de artigos, livros e pesquisas, em base de periódicos nacionais internacionais, relacionados com a área de interesse, estudando-os e em seguida sumarizando-os e, por fim, confrontando os e, por fim, confrontando-os sob os aspectos relacionados aos conceitos, opiniões, paradigmas e visões. O intuito é fornecer um olhar atualizado sobre o tema, não necessariamente exaurindo, mas provocar a reflexão sobre as tendências que levam à melhor relação do ser humano para com o ambiente. Por fim traçamos um correlato entre a Educação Ambiental e a Educação para o Desenvolvimento Sustentável.Environmental Education has long been becoming an important theme, being necessary the understanding on the concepts and trends, national and international. In this way we bring here a narrative revision, built from the mapping of articles, books and research, based on national and international periodicals, related to the area of interest, studying them and then summarizing, confronting in the aspects related to concepts, opinions, paradigms and visions. The intention is to provide an up-to-date look at the subject, not necessarily exhausting, but to provoke the reflection on the tendencies that lead to the best relation of the human being to the environment. Finally we draw a correlation between Environmental Education and Education for Sustainable Development.CIEC - Centro de Investigação em Estudos da Criança, IE, UMinho (UI 317 da FCT), PortugalProjeto Estratégico da FCT: UID/CED/00317/2013. Fundos Nacionais através da FCT (Fundação para a Ciência e a Tecnologia) e cofinanciado pelo Fundo Europeu de Desenvolvimento Regional (FEDER) através do COMPETE 2020 – Programa Operacional Competitividade e Internacionalização (POCI) com a referência POCI-01-0145-FEDER-007562info:eu-repo/semantics/publishedVersio

Evolución de la competencia de acción en la promoción de la sostenibilidad ambiental en estudiantes de secundaria de Cruz das almas - BA

A Educação Ambiental deve ser implementada em um contexto escolar utilizando-se de estratégias eficientes, principalmente no que tange à potencializar a participação e a capacitação dos/as estudantes no que se refere à competência para a ação, pois apenas assim alcança-se a internalização de hábitos sustentáveis. Nessa investigação aplicou-se a metodologia IVAM para caracterizar como evolui a competência para a ação de alunos/as do ensino médio na promoção da sustentabilidade da água e, de uma maneira geral, na ação ambiental sustentável, desenvolvendo para isso um projeto orientado para a ação ambiental sustentável. Aplicou-se questionário inicial e final, com tratamento misto dos dados, com o objetivo de perceber a melhoria dos/as estudantes no que se refere à conhecimento e ação ambiental sustentável. De uma maneira geral os/as estudantes melhoraram suas competências para a ação, ao final 92% estando mais capacitados, além do que suas percepções sobre o que é meio ambiente tornaram-se mais ajustadas à concepção globalizante (30%). Os/As estudantes tornaram-se mais aptos/as para a resolução dos problemas, refletido na queda dos estudantes que, ao final, não opinaram sobre esse quesito (de 30 para 6%). Assim concluímos que projetos orientados para a ação ambiental sustentável em muito contribui para promover a competência para a ação no/a estudante.Environmental Education should be implemented in a school context using efficient strategies, especially in terms of enhancing students' participation and empowerment in terms of competence for action, as this is the only way to achieve internalization of sustainable habits. In this research, the IVAM methodology was applied to characterize how the competence for the action of high school students in the promotion of water sustainability and, in general, in the sustainable environmental action, developing a project oriented towards sustainable environmental action. An initial and final questionnaires were applied, with mixed treatment of the data, in order to understand the improvement of the students in terms of knowledge and sustainable environmental action. Overall, students improved their action skills, ultimately 92% being more empowered, and their perceptions of the environment became more adjusted to the globalizing conception (30%). Students became better able to solve problems, reflected in the drop in students who, in the end, did not opine on this issue (from 30 to 6%). Thus we conclude that projects oriented towards sustainable environmental action greatly contribute to promoting competence for action in the student.La educación ambiental debe implementarse en un contexto escolar utilizando estrategias eficientes, especialmente en términos de mejorar la participación y el empoderamiento de los estudiantes en términos de competencia para la acción, ya que esta es la única forma de lograr la internalización de hábitos sostenibles. En esta investigación, se aplicó la metodología IVAM para caracterizar cómo la competencia para la acción de los estudiantes de secundaria en la promoción de la sostenibilidad del agua y, en general, en la acción ambiental sostenible, desarrolla un proyecto orientado hacia la acción ambiental sostenible. Se aplicaron cuestionarios iniciales y finales, con tratamiento de datos mixtos, con el objetivo de percibir la mejora de los estudiantes en términos de conocimiento y acción ambiental sostenible. En general, los estudiantes mejoraron sus habilidades de acción, en última instancia, el 92% tenían más poder y sus percepciones del medio ambiente se ajustaron más a la concepción globalizadora (30%). Los estudiantes se volvieron más capaces de resolver problemas, lo que se refleja en la caída de los estudiantes que, al final, no opinaron sobre este tema (del 30 al 6%). Por lo tanto, concluimos que los proyectos orientados a la acción ambiental sostenible contribuyen en gran medida a promover la competencia para la acción en el estudiante.Este trabalho é financiado por Fundos Nacionais através da FCT – Fundação para a Ciência e a Tecnologia no âmbito do projeto do CIEC (Centro de Investigação em Estudos da Criança da Universidade do Minho) com a referência UID/CED/00317/2019

Environmental Education for Sustainability: a study on the formation of future graduates in Biology focused on the use of aquariums in sustainable environmental action-oriented projects in secondary schools

A Educação Ambiental para a Sustentabilidade (EA) tem sido um assunto prioritário ao redor do mundo. Na EA no contexto escolar, o/a docente ocupa um papel crucial, sendo essencial melhorar a sua formação nessa área. Assim, esta investigação foi desenhada para responder ao seguinte problema: “Quais são os efeitos da formação de futuros/as docentes de Biologia, centrada no uso do aquário em EA orientada para a ação, no desenvolvimento dos seus conhecimentos e competências profissionais para desenvolver a competência para a ação ambiental em alunos/as do ensino médio?” Foram organizados dois estudos complementares, com um desenho de investigação misto. Recolheram-se os dados através de uma entrevista inicial e final a formandos/as, um questionário inicial e final a alunos/as do ensino médio, diários de bordo de formandos/as e investigador e material produzido pelos/as formandos/as e alunos/as do ensino médio. No primeiro estudo foi realizada uma oficina de formação (48h) com futuros/as docentes de Biologia (n=12). O segundo estudo, focado nos alunos/as (n=33), consistiu na sua participação extra-aula num projeto de EA orientado para a ação. Como principais resultados destacamos que a oficina teve um impacto positivo no aumento dos conhecimentos e competências profissionais dos/as futuros/as docentes para fazerem EA orientada para a ação, nomeadamente no conhecimento do conteúdo (100%), pedagógico geral (58%), pedagógico do conteúdo (42%) e contexto educativo (25%). Mais de metade sentiu-se mais capacitada para utilizar a metodologia IVAM na EA (58%). O projeto de EA aumentou a competência dos alunos/as para realizarem ações ambientais. O aquário ocupou um papel importante na melhoria dos seus conhecimentos sobre o ecossistema aquático e na compreensão sobre a importância da água. Logo concluiu-se que a metodologia IVAM com utilização do aquarismo, foi eficaz na promoção da competência para a ação, tanto a nível universitário, como na educação básica. Esta é a principal implicação deste estudo, pois pode ser uma alternativa metodológica útil na EA para a sustentabilidade nos dois níveis de ensino, conduzindo o cidadão e professores/as a agirem e/ou educarem no sentido de mitigar os problemas identificados.Environmental Education for Sustainability (EE) has been a priority issue in governmental and non-governmental institutions around the world. In EE in the school context, teachers play a crucial role, and it is considered essential the enhancement of their formation in this area. In this sense, this research was designed to answer the following problem: "What are the effects of the formation of future biology teachers, centred in the use of the aquarium in action-oriented EE, in the development of their professional knowledge and competences to develop high school students’ environmental action competence?" Therefore, two complementary studies were organized with a mixed research design. Data were collected through an initial and final interview to trainees, an initial and final questionnaire to high school students, logbooks of trainees and researcher and material produced by the trainees and the high school students. In the first study, a training workshop (48h) with future biology teachers was conducted (n = 12). The second study was focused on students (n = 33), and consisted in their extra-class participation in an action-oriented EE project. From the main results, we can point out that the workshop had a positive impact on increasing the knowledge and skills of future teachers to carry out action-oriented EE, namely in content knowledge (100%), general pedagogic knowledge (58%), pedagogic content knowledge (42%), and educational context (25%). More than half felt better able to use the IVAC methodology in EE (58%). This action-oriented EE project increased the competence of high school students to carry out environmental actions. The aquarium occupied an important role in improving knowledge about the aquatic ecosystem and increased understanding of the importance that water has for life. Therefore, it is possible to conclude that the IVAC methodology with the use of the aquarium was effective in promoting environmental action competence, both at university and higher education levels. This is the main implication of this study as it can be a useful methodological alternative in the EE for sustainability in both educational levels, leading citizens and teachers to take action and/or educate others in order to mitigate the identified problems

Controversias y consensos en educación ambiental y educación para el desarrollo sostenible

A Educação Ambiental a muito tempo vem se tornando um tema importante, sendo necessário o entendimento sobre os conceitos e tendências, nacionais e internacionais. Desse modo trazemos aqui uma revisão narrativa, construída a partir do mapeamento de artigos, livros e pesquisas, em base de  periódicos nacionais e internacionais, relacionados com a área de interesse, estudando-os e em seguida sumarizando-os e, por fim, confrontando-os, sob os aspectos relacionados aos conceitos, opiniões, paradigmas e visões. O intuito é fornecer um olhar atualizado sobre o tema, não necessariamente exaurindo, mas provocar a reflexão sobre as tendências que levam à melhor relação do ser humano para com o ambiente. Por fim traçamos um correlato entre a Educação Ambiental e a Educação para o Desenvolvimento Sustentável.The Environmental Education has long been becoming an important theme, being necessary the understanding on the concepts and trends, national and international. In this way we bring here a narrative revision, built from the mapping of articles, books and research, based on national and international periodicals, related to the area of interest, studying them and then summarizing, confronting in the aspects related to concepts, opinions, paradigms and visions. The intention is to provide an up-to-date look at the subject, not necessarily exhausting, but to provoke the reflection on the tendencies that lead to the best relation of the human being to the environment. Finally we draw a correlation between Environmental Education and Education for Sustainable Development.La Educación Ambiental a mucho tiempo se está convirtiendo en un tema importante, siendo necesario el entendimiento sobre los conceptos y tendencias, nacionales e internacionales. De este modo traemos aquí una revisión narrativa, construida a partir del mapeamiento de artículos, libros e investigaciones, en base de periódicos nacionales e internacionales, relacionados con el área de interés, estudiándolos y luego sumándolos y, finalmente, confrontando en los aspectos relacionados con los conceptos, opiniones, paradigmas y visiones. La intención es proporcionar una mirada actualizada sobre el tema, no necesariamente agotamiento, sino provocar la reflexión sobre las tendencias que llevan a la mejor relación del ser humano hacia el ambiente. Por fin trazamos un correlato entre la Educación Ambiental y la Educación para el Desarrollo Sostenible

Microbial contamination of sand from major beaches in Fortaleza, Ceará Satate, Brazil

Submitted by Sandra Infurna ([email protected]) on 2019-10-31T20:12:07Z No. of bitstreams: 1 ElianeFReis_DaliaRodrgieues_etal_IOC_2001.pdf: 123872 bytes, checksum: 5a252ecbc557229bb1c62f4ebcf535c7 (MD5)Approved for entry into archive by Sandra Infurna ([email protected]) on 2019-10-31T20:33:12Z (GMT) No. of bitstreams: 1 ElianeFReis_DaliaRodrgieues_etal_IOC_2001.pdf: 123872 bytes, checksum: 5a252ecbc557229bb1c62f4ebcf535c7 (MD5)Made available in DSpace on 2019-10-31T20:33:13Z (GMT). No. of bitstreams: 1 ElianeFReis_DaliaRodrgieues_etal_IOC_2001.pdf: 123872 bytes, checksum: 5a252ecbc557229bb1c62f4ebcf535c7 (MD5) Previous issue date: 2001Universidade Federal do Ceará. Instituto de Ciências do Mar, Labomar. Fortaleza, CE, Brasil.Fundação Oswaldo Cruz. Instituto Oswaldo Cruz. Rio de Janeiro, RJ, Brasil.Universidade Federal do Ceará. Departamento de Análises Clínicas. Fortaleza, CE, Brasil.Universidade Federal do Ceará. Instituto de Ciências do Mar, Labomar. Fortaleza, CE, Brasil.Fundação Oswaldo Cruz. Instituto Oswaldo Cruz. Rio de Janeiro, RJ, Brasil.Universidade Federal do Ceará. Instituto de Ciências do Mar, Labomar. Fortaleza, CE, Brasil.Universidade Federal do Ceará. Instituto de Ciências do Mar, Labomar. Fortaleza, CE, Brasil.The presence of faecal contamination and pathogenic microorganisms in samples of dry and wet sand collected from three major beaches in Fortaleza, Ceará State, Brazil: (Praia do Mucuripe, Praia do Futuro and Praia do Caça e Pesca), during the period of May 1999 to January 2000 was evaluated. Praia do Caça e Pesca had the highest incidence of E. coli in dry sand (56%) followed by Praia do Mucuripe (28%) and Praia do Futuro (16%). In wet sand, results were 48%, 28% and 24% for Praia do Caça e Pesca, Praia do Futuro and Praia do Mucuripe, respectively. Only two samples from Praia do Futuro, one from dry sand and another one from wet sand, were positive for Salmonella. V. parahaemolyticus was isolated from four samples from Praia do Caça e Pesca (two from dry-sand samples and two from wet-sand), one from Praia do Futuro (wet sand), and three and four from Praia do Mucuripe (wet and dry sand, respectively). Yeasts belonged to the Candida genus. Dry-sand samples presented higher yeast contaminations level than wet-sand ones. Praia do Futuro had the highest level of yeast contamination (41%), followed by Praia do Caça e Pesca (33%) and Praia do Mucuripe (26%)

Measurement of (anti)alpha production in central Pb-Pb collisions at sNN\sqrt{s_{\rm NN}} = 5.02 TeV

International audienceIn this letter, measurements of (anti)alpha production in central (0$-$10%) Pb$-$Pb collisions at a center-of-mass energy per nucleon$-$nucleon pair of $\sqrt{s_{\rm NN}}$ = 5.02 TeV are presented, including the first measurement of an antialpha transverse-momentum spectrum. Owing to its large mass, (anti)alpha production yields and transverse-momentum spectra are of particular interest because they provide a stringent test of particle production models. The averaged antialpha and alpha spectrum is included into a common blast-wave fit with lighter particles, indicating that the (anti)alpha also participates in the collective expansion of the medium created in the collision. A blast-wave fit including only protons, (anti)alpha, and other light nuclei results in a similar flow velocity as the fit that includes all particles. A similar flow velocity, but a significantly larger kinetic freeze-out temperature is obtained when only protons and light nuclei are included in the fit. The coalescence parameter $B_4$ is well described by calculations from a statistical hadronization model but significantly underestimated by calculations assuming nucleus formation via coalescence of nucleons. Similarly, the (anti)alpha-to-proton ratio is well described by the statistical hadronization model. On the other hand, coalescence calculations including approaches with different implementations of the (anti)alpha substructure tend to underestimate the data

Studying the interaction between charm and light-flavor mesons

International audienceThe two-particle momentum correlation functions between charm mesons ($\mathrm{D^{*\pm}}$ and $\mathrm{D}^\pm$) and charged light-flavor mesons ($\pi^{\pm}$ and K$^{\pm}$) in all charge-combinations are measured for the first time by the ALICE Collaboration in high-multiplicity proton-proton collisions at a center-of-mass energy of $\sqrt{s} =13$ TeV. For $\mathrm{DK}$ and $\mathrm{D^*K}$ pairs, the experimental results are in agreement with theoretical predictions of the residual strong interaction based on quantum chromodynamics calculations on the lattice and chiral effective field theory. In the case of $\mathrm{D}\pi$ and $\mathrm{D^*}\pi$ pairs, tension between the calculations including strong interactions and the measurement is observed. For all particle pairs, the data can be adequately described by Coulomb interaction only, indicating a shallow interaction between charm and light-flavor mesons. Finally, the scattering lengths governing the residual strong interaction of the $\mathrm{D}\pi$ and $\mathrm{D^*}\pi$ systems are determined by fitting the experimental correlation functions with a model that employs a Gaussian potential. The extracted values are small and compatible with zero

Common femtoscopic hadron-emission source in pp collisions at the LHC

International audienceThe femtoscopic study of pairs of identical pions is particularly suited to investigate the effective source function of particle emission, due to the resulting Bose-Einstein correlation signal. In small collision systems at the LHC, pp in particular, the majority of the pions are produced in resonance decays, which significantly affect the profile and size of the source. In this work, we explicitly model this effect in order to extract the primordial source in pp collisions at $\sqrt{s} = 13$ TeV from charged $\pi$-$\pi$ correlations measured by ALICE. We demonstrate that the assumption of a Gaussian primordial source is compatible with the data and that the effective source, resulting from modifications due to resonances, is approximately exponential, as found in previous measurements at the LHC. The universality of hadron emission in pp collisions is further investigated by applying the same methodology to characterize the primordial source of K-p pairs. The size of the primordial source is evaluated as a function of the transverse mass ($m_{\rm T}$) of the pairs, leading to the observation of a common scaling for both $\pi$-$\pi$ and K-p, suggesting a collective effect. Further, the present results are compatible with the $m_{\rm T}$ scaling of the p-p and p$-\Lambda$ primordial source measured by ALICE in high multiplicity pp collisions, providing compelling evidence for the presence of a common emission source for all hadrons in small collision systems at the LHC. This will allow the determination of the source function for any hadron--hadron pairs with high precision, granting access to the properties of the possible final-state interaction among pairs of less abundantly produced hadrons, such as strange or charmed particles

Measurement of the production cross section of prompt Ξ0c baryons in p–Pb collisions at √sNN = 5.02 TeV

The transverse momentum (pT) differential production cross section of the promptly-produced charm-strange baryon Ξ0c (and its charge conjugate Ξ0c¯¯¯¯¯¯) is measured at midrapidity via its hadronic decay into π+Ξ− in p−Pb collisions at a centre-of-mass energy per nucleon−nucleon collision sNN−−−√ = 5.02 TeV with the ALICE detector at the LHC. The Ξ0c nuclear modification factor (RpPb), calculated from the cross sections in pp and p−Pb collisions, is presented and compared with the RpPb of Λ+c baryons. The ratios between the pT-differential production cross section of Ξ0c baryons and those of D0 mesons and Λ+c baryons are also reported and compared with results at forward and backward rapidity from the LHCb Collaboration. The measurements of the production cross section of prompt Ξ0c baryons are compared with a model based on perturbative QCD calculations of charm-quark production cross sections, which includes only cold nuclear matter effects in p−Pb collisions, and underestimates the measurement by a factor of about 50. This discrepancy is reduced when the data is compared with a model in which hadronisation is implemented via quark coalescence. The pT-integrated cross section of prompt Ξ0c-baryon production at midrapidity extrapolated down to pT = 0 is also reported. These measurements offer insights and constraints for theoretical calculations of the hadronisation process. Additionally, they provide inputs for the calculation of the charm production cross section in p−Pb collisions at midrapidity

Measurement of Ω0c baryon production and branching-fraction ratio BR(Ω0c → Ω−e+νe)/BR(Ω0c → Ω−π+) in pp collisions at √s = 13 TeV

The inclusive production of the charm-strange baryon Ω0c is measured for the first time via its semileptonic decay into Ω−e+νe at midrapidity (|y| < 0.8) in proton–proton (pp) collisions at the centre-of-mass energy √s = 13 TeV with the ALICE detector at the LHC. The transverse momentum (pT) differential cross section multiplied by the branching ratio is presented in the interval 2 < pT < 12 GeV/c. The branching-fraction ratio BR(Ω0c → Ω−e+νe)/BR(Ω0c → Ω−π+) is measured to be 1.12 ± 0.22 (stat.) ± 0.27 (syst.). Comparisons with other experimental measurements, as well as with theoretical calculations, are presented