Author(s): D. M. Bianchini Bonotto
Our society is presently seeing a trend of continuous increase of risk with severe
consequences, especially those linked to environmental aspects.
It has obligated
us to reflect on this production and its effects, either positive or negative, and,
after a long reflection, to think about the adopted model of civilization and the
possibilities of changing such a model.
The educational institution is among the
social departments responsible for this revision process, since it represents one
possibility to promote a more critical vision from society, providing it with tools
needed for a more responsible action.
However, schools are dominated by a
traditional work, which does not allow for enough and proper attention to these
relevant and current questions, and which involve a critical analysis of the
conceptions and values established by our civilization, resulting in the present
patterns of science-technology-society relations and their influence on the
environment and health.
Several research works have indicated a diversity of
barriers that obstruct this necessary change.
Since formal education plays an
important role in the education of society for this theme, in this paper the
possibilities and difficulty dealing with this problem are discussed, focusing on
the question of teacher education, based on investigations related to teacher
education programs for environmental education.
The data collected show the
urgency for introducing this theme in teacher training programs, taking into
account the fact that educators have their own conceptions, values and attitudes
that should be considered in these programs.
environmental education, risk literacy, health education, teacher
Size: 357 kb
Paper DOI: 10.2495/EHR070231
the Full Article
This article is part of the WIT OpenView scheme and you can download the full text Adobe PDF article for FREE by clicking the 'Openview' icon below.
this page to a colleague.