https://ri.ufs.br/jspui/handle/riufs/9572 2026-07-09T08:34:10Z https://ri.ufs.br/jspui/handle/riufs/25365 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 https://ri.ufs.br/jspui/handle/riufs/25363 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 https://ri.ufs.br/jspui/handle/riufs/24278 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 https://ri.ufs.br/jspui/handle/riufs/24275 Título: Praça Jornalista Orlando Dantas, Aracaju, Sergipe: análise das funções, usos e possibilidades educativas Autor(es): Santana, Robervan Barbosa de Abstract: Las plazas públicas contemporáneas, situadas cerca de centros escolares públicos o concertados, pueden utilizarse como espacios educativos y servir de lugar de aprendizaje de la Educación Ambiental Crítica. Desde sus orígenes en el Ágora de la antigua Grecia y también en el Foro romano republicano e imperial, estos espacios al aire libre han ejercido funciones, usos y contrausos que han variado en función de los cambios sociales y temporales. Hoy en día, la diversidad de sus funciones permite utilizarlos como espacios educativos no formales, también conocidos como espacios educativos o estructuras educativas, especialmente si hay escuelas cerca. En este sentido, el objetivo de esta investigación es analizar el potencial educativo, usos, contra usos y funciones de plazas públicas cercas de escuelas con enfoque en la Praça Jornalista Orlando Dantas (PJOD) situada en la ciudad de Aracaju-SE en vista de las actividades escolares desarrolladas por el Colégio Estadual Ministro Petrônio Portela (CEMPP). Para ello, el método utilizado para esta investigación de campo fue cualitativo, exploratorio y aplicado en armonía cronológica con el calendario del año escolar. Fue necesario realizar observaciones in situ del entorno físico y establecer criterios para la aplicación de cuestionarios semiestructurados a los alumnos de una de las clases de bachillerato matriculadas en el colegio. También se recogieron informes del equipo de coordinación de las escuelas cercanas a las plazas. Las actividades pedagógicas extraescolares realizadas en la plaza por el profesor/investigador fueron registradas y recopiladas para elaborar un cuaderno pedagógico, producto educativo resultante de esta investigación. Se espera que este análisis ayude a establecer si la plaza cumple o no con sus funciones sociales, si tiene el potencial educativo para ser considerada un espacio de enseñanza no formal y si las actividades pedagógicas que allí se realizan logran los Objetivos de Desarrollo Sostenible 4º y 11º promovidos por las Naciones Unidas. Finalmente, se espera que los beneficios proporcionados por el desarrollo del producto educativo sean favorables para los estudiantes y que además sea un referente para otras escuelas también ubicadas cerca de plazas públicas con el fin de resignificar y reactivar las actividades en espacios educativos no formales en tiempos de entretenimiento digital y aislamiento social. 2025-05-30T00:00:00Z