Navegando por Autor "RINK, Juliana"

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    A dimensão social da educação ambiental
    (2010) RINK, Juliana; ROCHA, Maína Bertagna; FERNANDES, Rebeca Chiacchio Azevedo
    The workshop “The social dimension of Environmental Education” was organized by us, graduate students of Grupo Formar-Ciências, Juliana Rink, Maína Bertagna Rocha and Rebeca Fernandes, based on a teaching experience lived in early 2009, during the offering of an elective course for the Pedagogy course at UNICAMP. Entitled ―Education and Citizenship‖, the subject was organized, comprising a set of Production Workshops in Science and Environmental Education teaching.
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    A educação ambiental na formação do gestor ambiental: uma experiência de estágio supervisionado
    (2014) TONHAN, Laís Regina; SIQUEIRA, Priscila dos Santos; RINK, Juliana
    This is an experience report involving an internship situation at a charitable institution in Jundiaí, São Paulo, in which students from the higher course in Environmental Management Technology participated. The study aims to show the potential role of the environmental manager in activities related to this scope. The activities developed had as thematic axis the problem of water resources and were planned, elaborated and carried out with young people (10 to 15 years old), assisted by the institution in question. During the project, there was monitoring and analysis of the performance of ten trainees in the course, as well as a self-assessment of those involved, including the authors of the study. The results revealed the importance of Environmental Education (EE) in the formation of the environmental manager, the difficulties that the future professional faces in acting as an EE agent and the challenges faced in activities of this type, which are uncommon in the formation of courses in technology.
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    Ambientalização curricular na educação superior: características e tendências de dissertações e teses brasileiras (1987-2009)
    (2020) RINK, Juliana; MEGID NETO, Jorge
    This research integrated an interinstitutionalproject of identification, analysis and evaluation of Brazilian dissertations and theses in Environmental Education (EE) defended in the period 1987-2009 (ProjetoEArte) and we addressed the following question: what concepts and practices of curricular greening can be observed in the dissertations and EE theses aimed at training environmental teachers and educators? Our goal was toanalyze the curricular greening processes proposed and / or studied by these dissertations and theses. The survey of documents was carried out with the Bank of Theses of the EArte Project, whose data were obtained from the Bank of Theses of Capes and other sources of information of the Brazilian scientific production. 85 dissertations and theses were identified with respect to the theme of this research, from a universe of 2,151 research works in AE produced within the scope of Brazilian postgraduate studies until 2009. In addition to the production scenario (year of defense, producing institutions, degree of degree) academic among other aspects), the documents were analyzed in relation to the following curricular-environmental descriptors: modality of the degree course; curricular area, type of study; conception of environmental education; and curriculum design. Among the results, we highlight that the works predominantly cover degrees in Biological Sciences and Pedagogy; most of them developed curricular diagnosis of specific courses and / or disciplines, with little research implementing and evaluating curricular greening proposals; most of the processes investigated by the works bring non-critical perspectives on EE, linked to conservationist and pragmatic trends; there is an incipient presence from the perspective of critical EE in the set of documents, albeit in a prognostic and theoretical way. The study also indicated the persistence of the debate about turning the environmental themeinto subjectsin the initial training of teachers and educators and pointed to several institutional conditions that favor restricted and specific curricular greening processes.
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    Uma experiência com a temática nutrição no âmbito do PIBID UFSCAR: interdisciplinaridade e ensino de ciências em discussão
    (2018) CHAVES, Amanda do Nascimento; FOMM, Thais; NOLI, Amanda Caroline; MANIERI, Bianca Bernardo Laurenti; SANTOS, Débora Cristina dos; GIGANTE, Ana Carolina; RINK, Juliana
    In accordance with the proposal of the Institutional Program for Teaching Initiation Scholarship (PIBID) of the Federal University of São Carlos, which seeks to improve teaching in public schools through the development of collaborative and interdisciplinary activities, this work aimed to promote the interaction of the acting areas of PIBID in the Orlando Perez State School. Nutrition was the theme chosen for the project and it is considered extremely important to talk about it, in order to go beyond specific knowledge about the nutritional aspect of foods and enabling interdisciplinary work. Through educational games developed during the break, the awareness of students about healthy eating was worked on, in order to support critical thinking about their food choices and about how excess fats and sugars interfere with health. As main results, it was possible to identify students' difficulties in specific knowledge of biology.