Environmental education: educational tendencies, epistemological sources and the project pedagogy

dc.contributorUniversidade Estadual Paulista (Unesp)
dc.date.accessioned2018-11-27T10:20:24Z
dc.date.available2018-11-27T10:20:24Z
dc.date.created2018-11-27T10:20:24Z
dc.date.issued2015-01-01
dc.identifierComunicacoes. Piracicaba: Univ Metodista Piracicaba-unimep, v. 22, n. 2, p. 65-83, 2015.
dc.identifier0104-8481
dc.identifierhttp://hdl.handle.net/11449/165086
dc.identifier10.15600/2238-121X/comunicacoes.v22n2ep65-83
dc.identifierWOS:000371220100004
dc.identifier1658798303826202
dc.description.abstractConsidering education as a human activity, political and social will undertake in this article reflects on pedagogical tendencies that historically were most frequent in school education in Brazil, its main epistemological sources, as well as emerging tendencies in these Environmental Education. From this framework and a critical, transformative and emancipatory Environmental Education, reflect on the Pedagogy of Projects as an educational practice, considering its possibilities and limits.
dc.languagepor
dc.publisherUniv Metodista Piracicaba-unimep
dc.relationComunicacoes
dc.rightsAcesso restrito
dc.sourceWeb of Science
dc.subjectENVIRONMENTAL EDUCATION
dc.subjectPEDAGOGY
dc.subjectMETHOD
dc.subjectPROJECTS
dc.titleEnvironmental education: educational tendencies, epistemological sources and the project pedagogy
dc.typeArtículos de revistas


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