https://ri.ufs.br/jspui/handle/riufs/9571 2026-08-31T15:04:22Z 2026-08-31T15:04:22Z Silva, Silvia Karina Falcão https://ri.ufs.br/jspui/handle/riufs/25961 2026-08-31T14:56:07Z 2026-06-26T00:00:00Z

Título: As plantas alimentícias não convencionais (PANCs): proposta de uma cartilha educativa para o ensino em escolas sustentáveis Autor(es): Silva, Silvia Karina Falcão Abstract: Environmental Education is an important tool for fostering critical individuals committed to sustainability, with schools serving as privileged spaces for the development of pedagogical practices that encourage reflection on socio-environmental issues. In this context, School Gardens and Unconventional Food Plants (UFPs) have the potential to integrate scientific knowledge, healthy eating, the appreciation of socio-biodiversity, and contextualized educational practices. This study aimed to analyze the contributions of pedagogical workshops on school gardens and UFPs to teacher education in Environmental Education and to develop an educational product intended for teachers of the early years of Elementary Education. The research adopted a qualitative approach, of an applied nature, with exploratory and descriptive objectives, and was conducted through bibliographic, documentary, and field research. Fifteen teachers from a municipal public school in Aracaju, Sergipe, Brazil, participated in the study, of whom thirteen completed the questionnaire administered after the pedagogical workshops. Data were collected through a structured questionnaire and records of the activities carried out, and were analyzed using an interpretative approach based on the principles of Critical Environmental Education. The findings showed that the workshops contributed to expanding the participants' knowledge of Unconventional Food Plants (UFPs), strengthening teacher education, fostering reflection on interdisciplinary pedagogical practices, and broadening their understanding of the potential of school gardens as spaces for learning, promoting sustainability, and encouraging food security, in line with the Sustainable Development Goals (SDGs), particularly SDGs 2, 3, 4, and 11. The teachers recognized the importance of UFPs for Environmental Education, food security, and the appreciation of socio-biodiversity, although they also identified challenges related to continuing professional development, school infrastructure, and the availability of educational materials. In response to the needs identified throughout the research, the educational product entitled Educational Booklet on Unconventional Food Plants (UFPs) for Teachers for Teachers was developed in digital format, bringing together theoretical foundations, plant species fact sheets, recipe suggestions, and lesson plans aligned with the Brazilian National Common Curricular Base (BNCC). It is concluded that the integration of school gardens, UFPs, and continuing teacher education constitutes a relevant strategy for strengthening Environmental Education in Basic Education, contributing to the improvement of teaching practices and to the development of more sustainable schools.

2026-06-26T00:00:00Z Santos, Sandro de Santana https://ri.ufs.br/jspui/handle/riufs/25365 2026-07-07T19:43:16Z 2026-02-25T00:00:00Z

Título: Educação ambiental corporativa: estratégias e impactos para uma gestão sustentável Autor(es): Santos, Sandro de Santana Abstract: The growing demand for sustainable business practices has driven Corporate Environmental Education (CEE) as a strategic tool within organizations. In the contemporary context, companies not only face regulatory and social pressures to adopt more responsible practices, but also perceive sustainability as a determining factor for competitiveness and innovation. CEE, when well structured, transcends organizational boundaries, impacting communities, production chains, and markets. However, many corporate environmental initiatives still lack effective integration into business strategies, resulting in fragmented actions and, at times, greenwashing practices, compromising companies’ credibility before consumers and stakeholders. The research explores how CEE can be structured to add competitive value and social impact, aligning with ESG (Environmental, Social and Governance) guidelines and the Sustainable Development Goals (SDGs) proposed by the UN. The central question guiding the study is: how can learning processes in Corporate Environmental Education be integrated into organizational strategies to maximize environmental, social, and economic impacts? In this way, it presents as a general objective to evaluate how learning in Corporate Environmental Education can transform the behavior of employees and society, promoting structural changes in the way companies operate and interact with the environment. Regarding the objectives, the following are presented: (i) discuss how companies structure CEE programs within their organizational strategies; (ii) analyze the financial, operational, and social impacts of adopting CEE as a competitive differentiator; (iii) evaluate how incorporating these processes can strengthen companies’ relationships with their stakeholders; and (iv) propose a CEE model that reconciles business profitability, innovation, and positive environmental impact. This study addresses learning processes in CEE, adopting the Hypothetical-Deductive Method as the methodological framework, with quantitativequalitative approaches, through the application of questionnaires and structured interviews, seeking to understand how organizations internalize and disseminate environmental values. The study highlights that, beyond regulatory compliance and market pressures, CEE can be a driver of innovation, optimizing resources, reducing operational costs, and strengthening companies’ reputation. The implementation of effective CEE programs depends on creating a sustainable organizational culture in which environmental education and awareness are continuous and participatory. Organizations that structure and implement Corporate Environmental Education (CEE) programs integrated into business strategies can minimize environmental impacts and positively maximize social and economic aspects. The research also develops a CEE model that reconciles innovation, competitiveness, and positive environmental impact, aligned with ESG guidelines and the Sustainable Development Goals (SDGs).

2026-02-25T00:00:00Z Santos, Maria Isabel Andrade de Almeida https://ri.ufs.br/jspui/handle/riufs/25363 2026-07-07T19:37:12Z 2026-02-25T00:00:00Z

Título: Diálogos entre saberes: conectando a realidade das casas de farinha ao ensino de literatura para refletir sobre questões ambientais Autor(es): Santos, Maria Isabel Andrade de Almeida

2026-02-25T00:00:00Z Beiju, Sandra Maria Xavier https://ri.ufs.br/jspui/handle/riufs/24278 2026-01-16T14:51:17Z 2025-04-15T00:00:00Z

Título: “Quando eu era pequenininha eu não sabia nada, nem andar, nem falar. Agora que tô mais grandinha, já aprendi muitas coisas, na minha casa e aqui na escola” – educação ambiental crítica na educação infantil Autor(es): Beiju, Sandra Maria Xavier Abstract: Socio-environmental scenarios in Brazil and around the world reveal profound and extensive damage caused to nature, stemming from a model of political and economic development that is organized and maintained based on the logic of human exploitation and the infinite exploitation of natural resources, with the sole objective of accumulating material wealth concentrated in the hands of very few people on the planet, imposing several challenges on society. Among these is included the theoretical-practical tasks that the Early Childhood Education School - EEI - must carry out: knowing that children have been potential victims, on a global scale, of the harmful effects of nature’s destruction, it becomes urgent that socioenvironmental themes permeate pedagogical practices and be incorporated into the school curriculum and the EEI’s Political-Pedagogical Project. Brazil has already created a set of laws and regulations establishing Environmental Education - EE - as a mandatory area of study in basic education. In this sense, it is urgent that there is a convergence between EEI and EE to guarantee children’s right to access and participate in planned activities that put them in connection with nature. It is believed that Critical Environmental Education - CEE -, as an area of knowledge from an interdisciplinary perspective, can foster pedagogical practices that will positively impact children’s learning and development in EEI. This premise guides the present work, which aligns with Sustainable Development Goal - SDG - 4, and resulted from an empirical qualitative research that adopted methodological procedures of intervention research. The theoretical framework was based on: critical theories of education, studies on EE and childhood, and historical-cultural theory, in addition to critical analysis of documents and laws. The general objective was defined as: to develop, implement, and analyze practices in critical environmental education in early childhood education, aiming to understand the contributions of CEE to the integral development of children in a specific educational context. The sample consisted of 11 four-year-old children enrolled and regularly attending a Municipal Public Early Childhood Education School in the city of Aracaju-SE. Data generation occurred through the following methodological procedures/instruments: free and participant observation, field diary records, focus group, videos, and photographs. Four (04) practices in CEE were carried out. The research findings indicated that CEE practices in early childhood education promoted the study of themes and collective activities that mobilized children’s interest, affections, joys, and effective participation, from both individual and collective perspectives, resulting in learning, autonomy, development, and sensitivity towards nature. The group demonstrated vocabulary and speech expansion, as well as changes in attitude regarding care for plants and public spaces, such as the square; they learned to identify seeds, to engage in planting, learned about germination, and also about the reuse of packaging to build toys and plant seeds or seedlings. The educational product in which the practices were systematized was named: Nature Notebook – Practices in Critical Environmental Education in Early Childhood Education. It is hoped that it will be used as a pedagogical tool by teachers, to recreate practices that prioritize CEE as a pedagogical intervention strategy, aiming at the generation of learning, autonomy, and development of children through experiences with elements of nature in the Early Childhood Education School.

2025-04-15T00:00:00Z