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Marine and coastal environmental education in the context of global climate changes - synthesis and subsidies for ReBentos (Coastal Benthic Habitats Monitoring Network)

Abstract

As changes in coastal and marine environments are expected to negatively affect Brazilian ecosystems, the importance of Marine Environmental Education (MEE) comes to the fore. However, so far only 32 contributions related to this issue have been published in Brazil. The MEE workgroup of ReBentos aims at promoting EE and the communication of marine ecological research to the scholastic public as a whole, as well as to groups which exert an influence on general perception, such as the media, politicians, and scientists. This paper presents an overview of the initiatives of MEE in Brazil, with emphasis on the ReBentos projects and guidelines. The conceptual background of action is based on the Rio'92 Treaty on Environmental Education, thereby implying an MEE with Transdisciplinar, emancipatory and reflexive characteristics, directed to changes in values, principles and attitudes. During the period 2011 to 2015, 10 projects were developed from Alagoas to Santa Catarina States, involving the development, implementation and testing through scientific research of 16 MEE activity-models. The didactic material subsequently produced comprised three books and 21 book-chapters. A public of around 6,500 Conservation Unit visitors, 250 public school teachers and 800 high school students have been impacted to date. To act as monitors and multipliers, 250 undergraduate students and professionals were trained. Research project evaluation generated the publication of nine papers. As a further step, the need for protocol elaboration for each model is placed in evidence, in order to direct and facilitate future initiatives.

Descriptors:
Marine environmental education; Climate changes; Marine biodiversity; Long-term monitoring

Resumo

A importância da educação ambiental marinha (EAM) vem tomando relevância à medida que aumenta a expectativa de impactos nos ecossistemas brasileiros ocasionados por mudanças nos ambientes costeiros. Entretanto, apenas 32 contribuições sobre esse assunto foram publicadas no Brasil. O grupo de trabalho em EAM da ReBentos objetiva promover a comunicação da pesquisa ecológica marinha para o público escolar como um todo, bem como a grupos com influência na percepção comum, como a mídia, políticos e cientistas. Este trabalho apresenta uma visão das iniciativas em EAM no Brasil, com ênfase nos projetos e diretrizes da ReBentos. A base conceitual de ação é o Tratado de Educação Ambiental da Rio 92, implicando em um ensino com características transdisciplinares, reflexivas e emancipatórias, dirigidas a mudanças em valores, princípios e atitudes. Durante o período de 2011 a 2015, 10 modelos de atividade foram desenvolvidos, de Alagoas a Santa Catarina, envolvendo sua concepção, implementação e teste por meio de pesquisa científica. O material didático produzido compreendeu três livros e 21 capítulos de livros. Um público total ao redor de 5500 visitantes de UCs, 250 professores de escolas públicas e 800 estudantes foi impactado. Como monitores e multiplicadores, foram treinados 250 estudantes de graduação e profissionais. Projetos de avaliação de pesquisa geraram nove trabalhos científicos. Como uma próxima iniciativa, é salientada a necessidade de elaboração de protocolos para cada modelo, a fim de direcionar e facilitar futuras iniciativas.

Descritores:
Educação ambiental marinha; Mudanças climáticas; Biodiversidade marinha; Monitoramento de longo prazo

INTRODUCTION

Environmental education: state of the art in Brazilian marine and coastal ecosystems

Although marine ecosystems comprise extremely rich natural resources and a fantastic germplasm bank of organisms, both of which must be preserved at all costs, Brazilian Environmental Education has been practically restricted to terrestrial environments alone.

Both abroad and in Brazil, Marine Environmental Education (MEE) is very little cited in specialized scientific journals. In a synthesis about the literature on Marine Environmental Education in Brazil (MEEB), PEDRINI (2010)PEDRINI, A. G. Educação Ambiental Marinha e Costeira no Brasil. In: PEDRINI, A.G. (Org.). Educação Ambiental Marinha e Costeira no Brasil. Rio de Janeiro: EDUERJ , 2010, 272 p. selected 32 published contributions which represented the entire national literature. He also presented a typology with six types of MEEB approaches: a) by socio-environmental actors, viz., students in an elementary school near Fernando de Noronha National Marine Park (SILVA JR. et al., 2010SILVA JR., J. M.; GERLING, C.; VENTURI, E.; ARAUJO, L. L.; SILVA, F. J. L. Férias Ecológicas: um programa de educação ambiental marinha em Fernando de Noronha. In: PEDRINI, A. D. G. (Ed.). Educação Ambiental Marinha e Costeira no Brasil. Rio de Janeiro: EDUERJ , 2010. p. 201-226.); b) by ecosystems, such as urban mangroves within Florianópolis city (Santa Catarina State) (PANITZ, 2010PANITZ, C. M. N. Projeto de Oficinas Ecológicas em Ecossistemas Costeiros: Uma Proposta De Educação Ambiental Costeira. In: PEDRINI, A. G. (Ed.). Educação ambiental marinha e costeira no Brasil. Rio de Janeiro: EDUERJ , 2010. p. 160-176.); c) by iconic, flagship or charismatic species, such as dolphins along the Rio de Janeiro State coast (GURGEL et al., 2002GURGEL, I. M. G. N.; PEREIRA, M. B.; FRAGOSO, A. B. L.; LAILSON-BRITO, J.; AZEVEDO, A. D. F. Educação Ambiental para a preservação de mamíferos aquáticos. In: PEDRINI, A. G. (Ed.). O Contrato Social da Ciência unindo saberes na Educação Ambiental. Petrópolis: Vozes , 2002. p. 233-254.); d) by aquariums and oceanariums, such as the Ubatuba Aquarium (Coast of São Paulo State) (GALLO NETO; BARBOSA, 2010GALLO NETO, H.; BARBOSA, C. B. Educação Ambiental em aquários de visitação pública: a experiência do Aquário de Ubatuba. In: PEDRINI, A. D. G. (Ed.). Educação ambiental marinha e costeira no Brasil. Rio de Janeiro: EDUERJ, 2010. p. 227-242.); e) by marine biology classes, mainly as free courses directed to elementary or high school students; and f) by virtual environments (GUERRA, 2002GUERRA, A. F. S. Educação Ambiental em áreas costeiras: o aprender e o ensinar usando a Internet. In: PEDRINI, A. G. (Ed.). O Contrato Social da Ciência, unindo saberes na Educação Ambiental. Petrópolis: Vozes, 2002. p. 45-55.).

It is also possible to find research on the evaluation of negative ecological impacts caused by divers, tourists and vessels in marine and coastal environments (CREED; AMADO FILHO, 1999CREED, J. C.; AMADO-FILHO, G. M. Disturbance and recovery of the macroflora of a seagrass (Halodule wrightii Ascherson) meadow in the Abrolhos Marine National Park, Brazil: an experimental evaluation of anchor damage. J. Exp. Mar. Biol. Ecol., v. 235, n. 2, p. 285-306, 1999.; GHILARDI-LOPES et al., 2015GHILARDI-LOPES, N. P.; TURRA, A.; BUCKERIDGE, M. S.; SILVA, A. C.; BERCHEZ, F. A. D. S.; OLIVEIRA, V. M. D. On the perceptions and conceptions of tourists with regard to global environmental changes and their consequences for coastal and marine environments: A case study of the northern São Paulo State coast, Brazil. Mar. Policy, v. 57, p. 85-92, 2015.; HAWKINS; ROBERTS, 1993HAWKINS, J. P.; ROBERTS, C. M. Effects of recreational scuba diving on coral reefs: trampling on reef-flat communities. J. Appl. Ecol., v. 30, n. 1, p. 25-30, 1993.; HAWKINS et al., 1999HAWKINS, J. P.; ROBERTS, C. M.; T VAN'T HOF, K.; MEYER, K.; TRATALOS, J.; ALDAM, C. Effects of recreational scuba diving on caribbean coral and fish communities. Conserv. Biol., v. 13, n. 4, p. 888-897, 1999.; PEDRINI et al., 2007PEDRINI, A. G.; COSTA, C.; NEWTON, T.; MANESCHY, F. S.; SILVA, V. G.; BERCHEZ, F.; SPELTA, L.; GHILARDI, N. P.; ROBIM, M. J. Efeitos ambientais da visitação turística em áreas protegidas marinhas: estudo de caso na Piscina Natural Marinha, Parque Estadual da Ilha Anchieta, Ubatuba, São Paulo, Brasil. OLAM - Ciênc. Tecnol., v. 7, n. 1, p. 678-696, 2007.; PLATHONG et al., 2000PLATHONG, K.; INGLIS, J.; HUBER, M. E. Effects of Self-Guided Snorkeling Trails on Corals in a Tropical Marine Park. Conserv. Biol., v. 14, n. 6, p. 1821-1830, 2000.; ROUPHAEL; INGLIS, 2001ROUPHAEL, A. B.; INGLIS, G. J. Take only photographs and leave only footprints? An experimental study of the impacts of underwater photographers on coral reef dive sites. Biol. Conserv., v. 100, n. 3, p. 281-287, 2001.; SILVA; SILVA JR., 2002SILVA, F. J. L.; SILVA JR., J. M. Incremento do turismo e implicações na conservação dos golfinhos rotadores no Parque Nacional Marinho de Fernando de Noronha. III Congresso Brasileiro de Unidades de Conservação. Rede Nacional Pró-Unidades de Conservação/Fundação O Boticário de Proteção à Natureza. Fortaleza. 2002. p. 135-144; SILVA et al., 2012aSILVA, E. L.; MARQUES, V. O uso do questionário na interação pessoa-ambiente como instrumento de avaliação da percepção ambiental. VII Fórum da Pós-Graduação da UFRRJ, 2012.; SILVA; GHILARDI-LOPES, 2012SILVA, J. N.; GHILARDI-LOPES, N. P. Indicators of the impacts of tourism on hard-bottom benthic communities of Ilha do Cardoso State Park (Cananéia) and Sonho Beach (Itanhaém), two southern coastal areas of São Paulo State (Brazil). Ocean. Coast. Manag., v. 58, p. 1-8, 2012.; TUNALA et al., 2013TUNALA, L. P.; BITTAR, V. T.; PEDRINI, A. D. G. Efeitos ambientais negativos de mergulhadores em apnéia (com 'snorkel') na Praia de João Fernandes, Área de Proteção Ambiental Marinha de Armação dos Búzios, Rio de Janeiro, Brasil. XI Congresso de Ecologia do Brasil. Porto Seguro, 2013. p.1-3.), as well as that regarding the efficiency of MEE from an educational perspective, and on the reduction of these impacts (BARKER; ROBERTS, 2004BARKER, N. H. L.; ROBERTS, C. M. Scuba diver behaviour and the management of diving impacts on coral reefs. Biol. Conserv., v. 120, n. 4, p. 481-489, 2004.; BERCHEZ et al., 2005BERCHEZ, F. A. S.; CARVALHAL, F.; ROBIM, M. J. Underwater interpretative trail: guidance to improve education and decrease ecological damage. Int. J. Environ. Sust. Devel., v. 4, n. 2, p. 128-139, 2005.; CORREIA; SOVIERZOSKI, 2009CORREIA, M. D.; SOVIERZOSKI, H. H. Ecossistemas Costeiros de Alagoas - Brasil. Rio de Janeiro: Technical Books, 2009. 144 p.; 2010CORREIA, M. D. Macrobenthic diversity reaction to human impacts on Maceió coral reefs, Alagoas, Brazil. 11th International Coral Reef Symposium. Fort Lauderlade. International Society for Reef Studies, 2010. p. 1083-1087.; KATON et al., 2013KATON, G. F.; TOWATA, N.; BERCHEZ, F. A. S.; OLIVEIRA, V. M.; URSI, S. Percepção de estudantes que vivem distantes do litoral sobre o Ambiente Marinho. Enseñs. Cienc., v. extra, p. 3554-3559, 2013.; LUNA et al., 2009LUNA, B.; PÉREZ, C. V.; SÁNCHEZ-LIZASO, J. L. Benthic impacts of recreational divers in a Mediterranean Marine Protected Area. ICES J. Mar. Sci., v. 66, p. 517-523, 2009.; MEDIO et al., 1997MEDIO, D.; ORMOND, R. F. G.; PEARSON, M. Effect of briefings on rates of damage to corals by scuba divers. Biol. Conserv., v. 79, n. 1, p. 91-95, 1997.; PEDRINI, 2010PEDRINI, A. G. Mudanças globais e a educação ambiental para a construção de sociedades sustentáveis. In: Conferência da Terra. João Pessoa, 2008.; PEDRINI et al., 2008PEDRINI, A. G. Mudanças globais e a educação ambiental para a construção de sociedades sustentáveis. In: Conferência da Terra. João Pessoa, 2008.; SALM, 1985SALM, R. V. Integrating marine conservation and tourism. Int. J. Environ. Stud., v. 25, n. 4, p. 229-238, 1985.; TOWATA et al., 2013TOWATA, N.; KATON, G. F.; BERCHEZ, F. A. S.; URSI, S. Ambiente marinho, sua preservação e relação com o cotidiano: influência de uma exposição interativa sobre as concepções de estudantes do Ensino Fundamental. Enseñ. Cienc., v. extra, p. 1342-1347, 2013.; TOWSEND, 2000TOWSEND, C. The Effects of Environmental Education on the Behaviour of SCUBA Divers: A Case Study from British Virgin Island. 2000. 118. F. Thesis (Tourism). Conservation and Sustainable Development, University of Greenwich, London, 2000.; URSI et al., 2013URSI, S.; TOWATA, N.; KATON, G. F.; BERCHEZ, F. A. S. Influência de exposição interativa sobre ambiente marinho e sua biodiversidade nas concepções de "meio ambiente" de estudantes do Ensino Fundamental. Enseñ. Cienc., v. extra, p. 3575-3580, 2013.; WALTERS; SAMWAYS, 2001WALTERS, R. D. M.; SAMWAYS, M. J. Sustainable dive ecotourism on a South African coral reef. Biodivers. Conserv., v. 10, n. 12, p. 2167-2179, 2001.; WORACHANANANTA et al., 2008WORACHANANANTA, S.; CARTERB, R. W. B.; HOCKINGSC, M.; REOPANICHKULD, P. Managing the Impacts of SCUBA Divers on Thailand's Coral Reefs. J. Sust. Tour., v. 16, n. 6, p. 645-663, 2008.).

EE activities that contemplated marine ecosystems and that have already been developed in Brazil, although equally rare (BERCHEZ et al., 2005BERCHEZ, F. A. S.; CARVALHAL, F.; ROBIM, M. J. Underwater interpretative trail: guidance to improve education and decrease ecological damage. Int. J. Environ. Sust. Devel., v. 4, n. 2, p. 128-139, 2005.; PEDRINI, 2010PEDRINI, A. G.; MESSAS, T. P.; PEREIRA, E. S.; GHILARDI-LOPES, N. P.; BERCHEZ, F. A. Educação Ambiental pelo Ecoturismo numa trilha marinha no Parque Estadual da Ilha Anchieta, Ubatuba (SP). Rev. Bras. Ecotur., v. 3, n. 3, p. 428-459, 2010.; WEGNER et al., 2006WEGNER, E.; TONIOLI, F. C.; CABRAL, D. Q. UnderwaterTrails: a New Possibility of Marine Tourism. J. Coast. Res., v. 39, p. 990-993, 2006.), were extremely important for the development of a mindset for their conservation. Although with a poorly defined conceptual and methodological structure, and basically involving the simple observation of local ecosystems together with technical learning, activities enthusiastically carried out since the 80's by diving schools can be cited as an example, through the consequential and substantial reduction in sport submarine-fishing, and the increase of the spirit for conserving these environments and their organisms.

Examples of conservation activities with well-defined objectives and structures include that of marine chelonians (Tamar/IBAMA Project), marine mammals along the Rio de Janeiro State coast (GURGEL et al., 2002GURGEL, I. M. G. N.; PEREIRA, M. B.; FRAGOSO, A. B. L.; LAILSON-BRITO, J.; AZEVEDO, A. D. F. Educação Ambiental para a preservação de mamíferos aquáticos. In: PEDRINI, A. G. (Ed.). O Contrato Social da Ciência unindo saberes na Educação Ambiental. Petrópolis: Vozes , 2002. p. 233-254.), the northeastern Brazil marine reefs (OLIVEIRA; CORREIA, 2013bOLIVEIRA, A. P. L. Aula de campo como mecanismo facilitador do Ensino-Aprendizagem sobre os ecossistemas Recifais em Alagoas. Alexandria, Rev. Educ. Ciênc. Tecnol., v. 6, n. 2, p. 163-190, 2013b.; SILVA et al., 2013bSILVA, L. M.; CORREIA, M. D.; SOVIERZOSKI, H. H. Percepção Ambiental Sobre os Ecossistemas Recifais em duas diferentes Áreas do Litoral Nordeste do Brasil. Rev. Educ. Amb. Ação., v. 45, p. 1-13, 2013b. Disponível em: <http://www.revistaea.org/artigo.php?idartigo=1590&class=02>.
http://www.revistaea.org/artigo.php?idar...
), the Abrolhos Marine Park, (MELO et al., 2005MELO, R. S.; CRISPIM, M. C.; LIMA, E. R. V. O turismo em ambientes recifais: em busca da transição para a sustentabilidade. Cad. Virt. Turis., v. 5, n. 4, p. 34-42, 2005.) and, finally, southeastern Brazil rocky-coasts (BERCHEZ et al., 2007BERCHEZ, F.; GHILARDI, N.; ROBIM, M. J.; PEDRINI, A. G.; HADEL, V. F.; FLUCKIGER, G.; SIMÕES, M.; MAZZARO, R.; KLAUSENER, C.; SANCHES, C.; BESPALEC, P. Projeto Trilha Subaquática: sugestão de diretrizes para a criação de modelos de educação ambiental em unidades de conservação ligadas a ecossistemas marinhos. OLAM - Ciênc. Tecnol., v. 7, n. 3, p. 181-209, 2007.; PEDRINI et al., 2011PEDRINI, A. G.; BROTTO, D. S.; LOPES, M. C.; MESSAS, T. P. Gestão de áreas protegidas com educação ambiental emancipatória pelo ecoturismo marinho: a proposta do Projeto Ecoturismar. OLAM - Ciênc. Tecnol., v. 10, n. 3, especial, p. 6-81, 2011. Disponível em: <http://www.periodicos.rc.biblioteca.unesp.br/index.php/olam/index>.
http://www.periodicos.rc.biblioteca.unes...
). In São Paulo State, and within the Subaquatic Trail Project (BERCHEZ et al., 2007BERCHEZ, F.; GHILARDI, N.; ROBIM, M. J.; PEDRINI, A. G.; HADEL, V. F.; FLUCKIGER, G.; SIMÕES, M.; MAZZARO, R.; KLAUSENER, C.; SANCHES, C.; BESPALEC, P. Projeto Trilha Subaquática: sugestão de diretrizes para a criação de modelos de educação ambiental em unidades de conservação ligadas a ecossistemas marinhos. OLAM - Ciênc. Tecnol., v. 7, n. 3, p. 181-209, 2007.; GHILARDI; BERCHEZ, 2010GHILARDI-LOPES, N. P.; BERCHEZ, F. Projeto Trilha Subaquática - modelos de educação ambiental marinha para o grande público. In: PEDRINI, A. G. (Ed.). Educação ambiental marinha e costeira no Brasil. Rio de Janeiro: EDUERJ , 2010. p. 71-91.; URSI et al., 2010URSI, S.; GHILARDI-LOPES, N. P.; AMÂNCIO, C. E.; RIBEIRO, H. L.; TOWATA, N.; BERCHEZ, F. Projeto "Trilha Subaquática Virtual nas Escolas": proposta de uma atividade didática sobre o ambiente marinho e sua biodiversidade. Rev. SBEnBio., v. 3, p. 3821-3829, 2010.; URSI et al., 2009URSI, S.; TOWATA, N.; BERCHEZ, F. A. S.; GHILARDI-LOPES, N. P. Concepções sobre educação ambiental em curso de formação para monitores do Projeto Ecossistemas Costeiros (Parque Estadual da Ilha Anchieta, SP). VII ENPEC. Florianópolis. 2009.), environmental education-activities models based on interpretative trails, have been developed, applied and afterwards tested through specific research projects.

Other conservation activities can be indirectly related to EE, as is the case of the Alcatrazes Project, mainly dedicated to protection of the Archipelago of the same name (São Paulo State), whose ecosystems are threatened through target practice by the Brazilian Navy (CAMPOS, 2008CAMPOS, F. P. Em defesa de Alcatrazes. 2008. Acesso em: 08 de janeiro de 2008. Disponível em: <http://www.alcatrazes.org.br/home/textos/defesa/defesaAlcatrazes.htm>.
http://www.alcatrazes.org.br/home/textos...
).

MEE activities related to marine trails are cited by WEGNER et al. (2006)WEGNER, E.; TONIOLI, F. C.; CABRAL, D. Q. UnderwaterTrails: a New Possibility of Marine Tourism. J. Coast. Res., v. 39, p. 990-993, 2006. on the northern coast of Santa Catarina State, BERCHEZ et al. (2007)BERCHEZ, F.; GHILARDI, N.; ROBIM, M. J.; PEDRINI, A. G.; HADEL, V. F.; FLUCKIGER, G.; SIMÕES, M.; MAZZARO, R.; KLAUSENER, C.; SANCHES, C.; BESPALEC, P. Projeto Trilha Subaquática: sugestão de diretrizes para a criação de modelos de educação ambiental em unidades de conservação ligadas a ecossistemas marinhos. OLAM - Ciênc. Tecnol., v. 7, n. 3, p. 181-209, 2007. on Anchieta Island rocky shores, HADEL and BERCHEZ (2005)HADEL, V. F.; BERCHEZ, F. S. A biologia marinha ao alcance de todos: programas de visitas monitoradas ao CEBIMar. Rev. Cult. Ext. USP., v. 1, p. 50-61, 2005. within the CEBIMar-USP monitored visitation Program at Segredo Beach (São Sebastião, São Paulo State), and PEDRINI et al. (2011)PEDRINI, A. G.; BROTTO, D. S.; LOPES, M. C.; MESSAS, T. P. Gestão de áreas protegidas com educação ambiental emancipatória pelo ecoturismo marinho: a proposta do Projeto Ecoturismar. OLAM - Ciênc. Tecnol., v. 10, n. 3, especial, p. 6-81, 2011. Disponível em: <http://www.periodicos.rc.biblioteca.unesp.br/index.php/olam/index>.
http://www.periodicos.rc.biblioteca.unes...
with the Ecoturismar Project in Rio de Janeiro State.

Most of the accumulated experience has neither been published in specialized journals, nor have the results been scientifically tested. The little data available has been reported in the form of these or other means of publication, with only limited scope of disclosure.

Due, among other factors, to the lack of data, it is possible to observe differences in the structural patterns of MEE activities, both between those which are well-informed and planned, and those which are only empirical and inconstant in time. In many cases their potential is underrated, due to conceptual and operational mistakes. In other cases, attempts have even resulted in negative action, with immediate negative impacts on nature, and the possible assimilation of behaviors contrary to those desired. The opening of protected areas to exorbitant, irresponsible, impacting and excessively commercial tourism can be cited as an example (REUSS-STRENGEL et al., 1997REUSS-STRENGEL, G.; ASMUS, M.; CHLUDINSKI, A. P. Avaliação do impacto causado pelo turismo marinho na Reserva Biológica Marinha do Arvoredo, Santa Catarina, Brasil, utilizando um modelo ecológico de simulação. I Congresso Brasileiro de Unidades de Conservação. Curitiba: Rede Pró-UC, 1997. p. 528-541.).

The creation of models with well-defined conceptual and philosophic bases and structures, and their testing by means of parallel scientific studies, is thus of great importance in the management of marine-protected areas, or even of areas which encompass coastal and marine environments and organisms, and where the implementation of activities adapted to local conditions should be encouraged.

Environmental education in the context of climate changes

The Intergovernmental Panel on Climate Change (IPCC) reports that global changes, besides occurring at a faster rate than at any other period in time over the last 25 million years, are already causing innumerable impacts in marine environments (BELLARD et al., 2012BELLARD, C.; BERTELSMEIER, C.; LEADLEY, P.; THUILLER, W.; COURCHAMP, F. Effects of climate change on the future of biodiversity. Ecol. Lett., v. 15, n. 4, p. 365-377, 2012.; IPCC, 2014IPCC. Climate Change: Impacts, Adaptation, and Vulnerability. Cambridge, and New York, 2014.). Nowadays, there is a consensus among scientists as to anthropogenic influence on global climate changes (DORAN; ZIMMERMAN, 2009DORAN, P. T.; ZIMMERMAN, M. K. Examining the Scientific Consensus on Climate Change. Eos Trans. Am. Geop. Union., v. 90, n. 3, p. 22-23, 2009.). Furthermore, ROCKSTROM et al. (2009)ROCKSTROM, J.; STEFFEN, W.; NOONE, K.; PERSSON, A.; CHAPIN, F. S., 3RD; LAMBIN, E. F.; LENTON, T. M.; SCHEFFER, M.; FOLKE, C.; SCHELLNHUBER, H. J.; NYKVIST, B.; DE WIT, C. A.; HUGHES, T.; VAN DER LEEUW, S.; RODHE, H.; SORLIN, S.; SNYDER, P. K.; COSTANZA, R.; SVEDIN, U.; FALKENMARK, M.; KARLBERG, L.; CORELL, R. W.; FABRY, V. J.; HANSEN, J.; WALKER, B.; LIVERMAN, D.; RICHARDSON, K.; CRUTZEN, P.; FOLEY, J. A. A safe operating space for humanity. Nature, v. 461, n. 7263, p. 472-5, 2009. also pointed out climate changes as being one of the planetary boundaries that have already been crossed by human activities, thereby possibly leading to "the risk of irreversible and abrupt environmental changes".

The expected changes in coastal and marine environments, such as the average rise in sea levels, changes in both local and global marine currents, and rises in temperatures and seawater-acidification (BERCHEZ et al., 2008BERCHEZ, F. A. S.; OLIVEIRA FILHO, E. C.; AMÂNCIO, C. E.; GHILARDI, N. P. Possíveis impactos das mudanças climáticas globais nas comunidades de organismos marinhos bentônicos da costa brasileira. In: BUCKERIDGE, M. (Ed.). Biologia & Mudanças Climáticas no Brasil. São Carlos: RiMa, 2008. p.167-180.), can negatively affect many Latin American ecosystems (TURRA et al., 2013TURRA, A.; CRÓQUER, A.; CARRANZA, A.; MANSILLA, A.; ARECES, A.; WERLINGER, C.; BAYÓN, C.; NASSAR, C.; PLASTINO, E.; SCHWINDT, E.; SCARABINO, F.; HO, F. F. C.; FIGUEROA, F. L.; BERCHEZ, F.; HALL-SPENCER, J.; SOTO, L.; BUCKERIDGE, M. S.; COPERTINO, M.; SZÉCHY, M. T.; GHILARDI-LOPES, N.; HORTA, P.; COUTINHO, R.; FRASCHETTI, S.; LEÃO, Z. Global environmental changes: setting priorities for Latin American coastal habitats. Glob. Change Biol., v. 19, n. 7, p. 1965-1969, 2013.), many of which, besides being unique, constitute biodiversity hotspots (MILOSLAVICH et al., 2011MILOSLAVICH, P.; KLEIN, E.; DÍAZ, J. M.; HERNÁNDEZ, C. E.; BIGATTI, G.; CAMPOS, L.; ARTIGAS, F.; CASTILLO, J.; PENCHASZADEH, P. E.; NEILL, P. E.; CARRANZA, A.; RETANA, M. V.; ASTARLOA, J. M. D. D.; LEWIS, M.; YORIO, P.; PIRIZ, M. L.; RODRÍGUEZ, D.; YONESHIGUE-VALENTIN, Y.; GAMBOA, L.; MARTÍN, A. Marine Biodiversity in the Atlantic and Pacific Coasts of South America: Knowledge and Gaps. PLoS ONE, v. 6, n. 1, p. e14631, 2011.), such as the kelp forests in the Cape Horn Biosphere Reserve (ROZZI et al., 2012ROZZI, R.; ARMESTO, J. J.; GUTIÉRREZ, J. R.; MASSARDO, F.; LIKENS, G. E.; ANDERSON, C. B.; POOLE, A.; MOSES, K. P.; HARGROVE, E.; MANSILLA, A. O.; KENNEDY, J. H.; WILLSON, M.; JAX, K.; JONES, C. G.; CALLICOTT, J. B.; ARROYO, M. T. K. Integrating Ecology and Environmental Ethics: Earth Stewardship in the Southern End of the Americas. BioScience, v. 62, n. 3, p. 226-236, 2012.), the extensive rhodolith beds in the Southwest Tropical Atlantic (BERCHEZ et al., 2009BERCHEZ, F. A. S.; TIAGO, C. G.; ROSSO, S.; DIAS, G.; OLIVEIRA, E. C. Structure of a coralline algal bed on southeastern Brazil. Braz. J. Biol., v. 13, p. 49-57, 2009.), and the highly biodiverse coral reefs of the Tropical Atlantic, with their high number of endemic species (CORREIA; SOVIERZOSKI, 2012CORREIA, M. D. Endemic Macrobenthic Fauna on the Brazilian Reef Ecosystems. 12th International Coral Reef Symposium. Cairns: International Society for Reef Studies, 2012. p. 9-13.; LEÃO et al., 2003LEÃO, Z. M. A. N.; KIKUCHI, R. K. P.; TESTA, V. Corals and coral reefs of Brazil. In: CORTES, J. (Ed.). Latin American Coral Reefs. Amsterdam: Elsevier; 2003. p. 9-52.). Thus, not only is concern for the protection of these environments essential, but also critical discussion capable of presenting the complexity of the problem, and improving changes in social structure.

Although the effects of climate change on coastal and marine environments can be expected, and in a certain way, understood, in scientific and academic environments, a large part of the population is not only ignorant of or has no access to this information, but knows absolutely nothing about these ecosystems and their intrinsic value. Since any posture-change in relation to the environment, which is directed towards minimizing and possibly reverting the anthropogenic influence on global-climate changes, is not only a government responsibility, but also of concern to each citizen, we are facing a great challenge, for there is clear detachment between comprehension of climate change phenomena and everybody's 'day-to-day' existence (TAMAIO, 2010TAMAIO, I. Uma proposta de política pública: Parâmetros e Diretrizes para a Educação Ambiental no contexto das Mudanças Climáticas causadas pela ação humana MMA. Brasília: Ministério do Meio Ambiente: 105 p. 2010.; 2013). As an example, few people are conscious that fundamental economic activities, such as fisheries and coastal and marine ecotourism, depend on the quality of marine environments, and that any alteration thereof will have a consequential and detrimental impact. New research has demonstrated that people generally overestimate how common their own opinion is, and in doing so, they are less likely to change their views on climate changes (LEVISTON et al., 2013LEVISTON, Z.; WALKER, I.; MORWINSKI, S. Your opinion on climate change might not be as common as you think. Nat. Clim. Chang., v. 3, n. 4, p. 334-337, 2013.).

Perception that long-term climate trends are related to human causes has been shown to be dependent on scientific consensus (LEWANDOWSKY et al., 2013LEWANDOWSKY, S.; GIGNAC, G. E.; VAUGHAN, S. The pivotal role of perceived scientific consensus in acceptance of science. Nat. Clim. Chang., v. 3, n. 4, p. 399-404, 2013.). Moreover, political group consensus on anthropogenic global warming has proved to be a primary factor in social-perception (BRECHIN, 2012BRECHIN, S. R. Sociology: Shaping US climate opinion. Nat. Clim. Chang., v. 2, p. 236-237, 2012.). Without this, even scientific agreement on climate change may have a limited impact.

In this context, Environmental Education (EE) figures as the base for accomplishing a transformative and critical approach to the theme, thereby making it possible, in the near future, to amplify mobilization efforts and intensify civil-society action, in such a way as to alert world leaders on their role in guiding this emergent challenge. It is clear that, besides the general and scholastic public, EE focusing on the media, politicians, and even scientists themselves, would clarify the importance of these groups in overall public perception.

Environmental education is conceivably a permanent educational activity, through which the community becomes conscious of both reality and the novel relationships that mankind has established with nature, and consequently, of the problems derived from this relationship and their profound causes. From this awareness, attitudes and values that could capacitate a surpassing transformation of this same reality are possible (GONZÁLEZ GAUDIANO, 2005GONZÁLEZ GAUDIANO, E. Interdisciplinaridade e educação ambiental: explorando novos territórios epistêmicos. In: SATO, M.; CARVALHO, I. M. (Eds.). Educação ambiental: pesquisa e desafios. Porto Alegre: Artmed , 2005. p. 119-133.) (Figures 1 and 2).

Figure 1
Holistic environmental education.

Figure 2
Expected effects of the different approaches of environmental education activities.

These concepts, drawn from pedagogic assumptions and embodied in the Tbilisi Declaration on Environmental Education, and also expressed in the Rio-92 Treaty on Environmental Education for Sustainable Societies and Global Responsibility (PEDRINI; BRITO, 2006PEDRINI, A. G.; BRITO, M. I. M. S. Educação Ambiental para o desenvolvimento ou sociedade sustentável? Uma breve reflexão para a América Latina. Rev. Educ. Amb. Ação, v. 5, n. 17, p. 20, 2006.), have been adopted by the Brazilian National Environmental Education Program (BRASIL, 2005BRASIL. Ministério do Meio Ambiente e Ministério da Educação. Programa Nacional de Educação Ambiental. 3. ed. Brasília: MMA e MEC, 2005. 102 p.). Table 1 shows some of the conceptual indicators of the treaty (BERCHEZ et al., 2007BERCHEZ, F.; GHILARDI, N.; ROBIM, M. J.; PEDRINI, A. G.; HADEL, V. F.; FLUCKIGER, G.; SIMÕES, M.; MAZZARO, R.; KLAUSENER, C.; SANCHES, C.; BESPALEC, P. Projeto Trilha Subaquática: sugestão de diretrizes para a criação de modelos de educação ambiental em unidades de conservação ligadas a ecossistemas marinhos. OLAM - Ciênc. Tecnol., v. 7, n. 3, p. 181-209, 2007.), which, in spite of the inherent premise fundamentality and favorable credibility sustaining further MEE action, have not been considered in numerous projects.

Table 1
Short description of some conceptual EE indicators.

PEDRINI and SABA (2008)PEDRINI, A. G.; SABA, M. G. Educação ambiental e mudanças ambientais globais: um relato de experiência com o documentário "Uma verdade inconveniente" como estratégia no ensino de inglês numa escola pública. Conferência da Terra. João Pessoa: Anais da Conferência da Terra, 2008. p.101-105. report a new approach to the global environmental changes (GECs) theme. It employs the movie "An inconvenient truth" (produced by Al Gore to make the issue of global warming a recognized problem worldwide), as a strategy for teaching English among public high school students.

Although there are some EE initiatives related to climate changes in Brazil, a clearer relationship between day-to-day actions, their synergies (e.g. locomotion, over-consumption, housing, feeding, land-use, deforestation, river-silting, desert-formation) and the increase in greenhouse-gas emission (TAMAIO, 2010TAMAIO, I. Uma proposta de política pública: Parâmetros e Diretrizes para a Educação Ambiental no contexto das Mudanças Climáticas causadas pela ação humana MMA. Brasília: Ministério do Meio Ambiente: 105 p. 2010.; 2013), is still necessary. EE programs and actions should also be conceived in an accessible language, compatible with the different publics, for effective population-awareness of the causes and impacts due to climate change (MONZONI, 2009MONZONI, M. Diretrizes para a formulação de políticas públicas em mudanças climáticas no Brasil. São Paulo: GVces, 2009. 94 p.), thereby promoting systemic comprehension, and holistic and contextualized thinking about the complexity of the problem.

METHODS

Initial rebentos guidelines for marine environmental education

The aims of the MEE workgroup of the Coastal Benthic Habitats ReBentos Monitoring Network (MCT/ CNPq/ MEC/ CAPES/ FNDCT - Ação Transversal/FAPs, FAPESP process nº 10/52323-0), is to incite environmental education and scientific communication of marine ecological research to the public, as a whole. An initial protocol, based on conceptual issues, as well as the previous experience of the participants, was proposed to serve as a general basis for MEE workgroup projects.

Conceptual issues should be based on the Rio-92 Treaty on Environmental Education for Sustainable Societies and Global Responsibility , which serves as a base for Brazilian EE legislation (Law n° 9.795, April, 1999) and the National EE Program (ProNEA). This implies a holistic vision of EE, mainly directed to changes in values, principles and attitudes (LA TROBE; ACOTT, 2000LA TROBE, H. L.; ACOTT, T. G. A modified NEP/DSP environmental attitudes scale. J. Environ. Educ., v. 32, n. 1, p. 12-20, 2000.) of a multi, trans-discipline emancipatory and reflexive character, capable of facilitating movement towards individual emancipation and more sustainable societies. This vision is not antagonist, but encompasses that which visualizes EE as a form of biological, ecological or social education. Artistic, physical and philosophic disciplines, among others, become instruments and fall under the EE wing.

Public - The main goals of ReBentos EE action and materials are to reach opinion and policy-makers, with the aim of maximizing and spreading efforts. Once again, this is not antagonist, but complementary to more conventional approaches, such as those that deal with elementary and high school students, or local communities.

Lines of action - Based on preliminary ReBentos experience, the EE-ReBentos projects should be related to (1) the production of educational material, (2) the development of environmental educational models, (3) education evaluation, and (4) long-term evaluation of the perception of basic GEC concepts, and their consequential effects.

On incorporating the question of marine GECs, education material and methods would acquire a direct approach towards cognitive gains, with the application of indirect strategies directed to affective gains or the development of specific skills. In the latter case, the conceptual relationship with GECs would be clearly shown, both in the project, and to those that will make use of the resource. Explicit reference to ReBentos should appear in the products and projects, and during EE activities and staff-training courses.

RESULTS

Projects, actions and results from 2011 to 2015

1. Subaquatic Trail Coordinator: Flávio Berchez, IB-USP

Objectives

The Subaquatic Trail Project was begun in 2001 in Anchieta Island State Park (Ubatuba City, São Paulo State, Brazil), with the proposal of an innovative environmental education approach towards marine environments, based on the creation, implementation and scientific evaluation (both educational and ecological) of models.

Description and Conceptual background:

The general structure, common to all models, is based on guided interpretative trails (COSTA; COSTA, 2000COSTA, V. C.; COSTA, N. M. C. O desafio do ecoturismo em unidades de conservação. Rev. Geo. UERJ, v. 8, p. 55-66, 2000.), in which the participants stop at pre-defined spots, where certain issues are discussed with the monitor(s). Each spot corresponds to a stage in an activity with specific educational objectives involving a holist relationship with the marine environment.

Although greater emphasis is given to the rocky-shore ecosystem, since this is the team's main focus, other models have been developed in other coastal environments. The models have been applied mainly in the counties of Ubatuba and São Sebastião, São Paulo State.

Model-structuring was based on the holistic environmental education concept (Figure 1) adopted by the Brazilian National Environmental Education Program (BRASIL, 2005BRASIL. Ministério do Meio Ambiente e Ministério da Educação. Programa Nacional de Educação Ambiental. 3. ed. Brasília: MMA e MEC, 2005. 102 p.). The aim is individual transformation and evolution, along with an understanding of natural phenomena in an integral way (WEIL, 1991WEIL, P. O novo paradigma holístico: ondas à procura do mar. In: BRANDÃO, D.; CREMA, R. (Eds.). O novo paradigma holístico: ciência, filosofia e mística. São Paulo: Summus, 1991. p. 14-38.), thereby leading to behavioral, ethical and value changes acquired through cognitive, skill and emotional gains related to the ecosystems visited (HEIMLICH, 2002HEIMLICH, J. E. Environmental Education: A Resource Handbook. Bloomington: Phi Delta Kappa Educational Foundation, 2002. 193 p.).

Apart from model-elaboration, the main aim is to prepare college educators, capable of spreading information and concepts. Operational structure involves not only the activities themselves, but also mainstays, such as personal training and security. The evaluation of both educational outcome, based on EE research techniques, and the negative ecological impacts of the activities within the environment, is complementary.

Furthermore, the activities present a multidisciplinary approach to interpretation of the environment (Table 2), through relating the functional aspects of ecosystems with biotic and abiotic factors, and organism adaptation, as well as furthering discussion of conservation and the main anthropogenic impacts on marine and coastal environments. As regards diving, integration is centered on specific diving equipment techniques and performance, and on the action of factors, such as water temperature and human-body pressure, on anatomy, physiology, physical conditioning and health.

Table 2
Main fields of knowledge presented during the activities of the Subaquatic Trail Project.

Activities are always carried out in groups, with the number of participants per model varying in accordance to security and conservational aspects. Interaction among the elements of the group is incited by the monitor, through quizzes and educational activities aimed at stimulating participative behavior (Table 1 and Figure 2).

Preliminary Results

Protocol - Creation of standard procedures, including (1) chronological teaching sequence, (2) minimum-knowledge base that models should encompass, and (3) intended cognitive, affective and ability gains, and the didactic posture needed for their achievement. So far, eight models have complied: underwater trail outside the water, free diving trail, SCUBA diving trail, natural aquarium trail, ecosystem trail, vertical trail, kayak trail, lectures about marine ecosystems.

Didactic material support - books (BERCHEZ et al., under preparation; GHILARDI-LOPES et al., 2012GHILARDI-LOPES, N. P.; HADEL, V. F.; BERCHEZ, F. Guia para Educação Ambiental em Costões Rochosos. Porto Alegre: Artmed, 2012. 200 p.; MARQUES; PEREIRA FILHO, 2013MARQUES, V.; PEREIRA-FILHO, G. H. Mergulho: uma nova ferramenta educacional. Rio de Janeiro: Seropédica/ Ed. da UFRJ, 2013. 128 p.), websites (sites- www.ib.usp.br/ecosteiros2 - and distance education tools (video-classes based on the Moodle Platform).

Monitor training and formation - 250 environmental monitors have been prepared to apply the protocol, this comprising students, professionals in the areas of biology, oceanography, geology and education, protected area technicians and managers from several states of the Brazilian southeastern, southern and eastern regions. The training consisted of participation as extension or undergraduate Univ. of São Paulo students (BIB-0529 - Teoria e prática de educação ambiental em UCs marinhas) in (1) a blended learning theoretical course, followed by one week of practical monitoring in one of the model activities.

Implementation of models - the models were applied to the general public visiting protected areas (7,805 visitors), to the recycling of public school teachers (24), and to correspondent students of technical (tourism) schools (110, 14 with visual or hearing deficiencies). In the case of teachers, special certified capability was related to the use of active diving, as a centralizing theme for promoting school-discipline transversal integration. Preparation was also extended to student monitoring.

Evaluation of activities - efficiency and change in perception as regards climate changes and the marine environment, was evaluated through research projects. Evaluation of the ecological impacts related to the absence of visiting protocols in the region of the natural aquarium trail, was through a master's degree monograph (SPELTA, 2011SPELTA, L. Avaliação das alterações na estrutura da comunidade bentônica relacionadas à visitação pública na piscina natural do Parque Estadual de Ilha Anchieta, Ubatuba. 2011. 122 f. Dissertação (Mestrado). Instituto de Biociências, Universidade de São Paulo, São Paulo, 2011.). This was extended to public perception of global climate changes, with emphasis on expected alterations to and impacts on the marine environment (GHILARDI-LOPES et al., 2013bGHILARDI-LOPES, N. P.; TURRA, A.; BUCKERIDGE, M.; OLIVEIRA, V. M. D.; SILVA, A. C.; BERCHEZ, F. A. D. S. Perceptions and conceptions of tourists about climate changes: case study during the subaquatic trail project (Ubatuba, northern São Paulo State coast, Brazil). 7th World Environmental Education Congress. Ubatuba: Marrakech. WEEC Permanent Secretariat, 2013b.; GHILARDI-LOPES et al., 2015GHILARDI-LOPES, N. P.; KAWABE, L. A.; SLOMPO, C. S. Formação continuada em mudanças climáticas globais e seus efeitos nos ambientes marinhos e costeiros: um relato de experiência de curso de extensão na Universidade Federal do ABC (UFABC, Santo André, Brasil). Revista da SBEnBIO, v. 7, p. 5935-5946, 2014a. Disponível em: <http://www.sbenbio.org.br/wordpress/wp-content/uploads/2014/11/R0107-1.pdf>.
http://www.sbenbio.org.br/wordpress/wp-c...
). Following the extension of the concepts and models to Chile, a comprehensive review about integrated approaches between ecology and education in South America Marine Protected Areas was prepared (BERCHEZ et al., 2015BERCHEZ, F.; MANSILLA, A.; GHILARDI-LOPES, N. P.; SHWINDT, E.; LEITE, K.; ROZZI, R. Ecology and Education in Marine Protected Areas: Insights from Brazil and South America. In: ROZZI, R.; CHAPIN III, F. S.; CALLICOTT, J. B.; PICKETT, S. T. A.; POWER, M. E.; ARMESTO, J. J., MAY JÚNIOR, R. H. (Eds.). Earth Stewardship: Linking Ecology and Ethics in Theory and Practice. Cham: Springer International Publishing, 2015. v. 2, 2015. p. 351-366.).

2. Games about Climate Changes and their effects on Marine and Coastal Environments Project

Coordinator: Natalia Pirani Ghilardi-Lopes, UFABC)

Objective

The main aim of the project is to develop, apply and test two educational web-based games with elementary school students and their teachers, and also, to promote continuing education for teachers.

Description and Conceptual background

The idea of the project came from the easy access to information through technology, and from people nowadays being active agents of their own knowledge-construction process. When properly done, i.e. through reliable sources of information, this behavior can result in significant learning, in which the newly acquired information is anchored on relevant concepts already present in the cognitive structure of the apprentice, and on new concepts constructed in an interconnected way and with a real meaning (AUSUBEL et al., 1980AUSUBEL, D. P.; NOVAK, J. D.; HANESIAN, H. Psicologia educacional. 2. ed. Rio de Janeiro: Interamericana, 1980. 626 p.). In accordance with this tendency, the use of communication and information technologies is more and more encouraged and prompted in formal educational systems (DEANEY et al., 2003DEANEY, R.; RUTHVEN, K.; HENNESSY, S. Pupil perspectives on the contribution of information and communication technology to teaching and learning in the secondary school. Res. Papers. Educ., v. 18, n. 2, p. 141-165, 2003.; LIM et al., 2005LIM, C. P.; PEK, M. S.; CHAI, C. S. Classroom management issues in information and communication technology (ICT)-mediated learning environments: back to the basics. J. Educ. Mult. Hyper., v. 14, n. 4, p. 391-414, 2005.).

In this context, educational games of free access in the web, or available for restricted classroom use, when adapted to the general public, can serve as powerful tools in the process of disseminating scientific information, and for facilitating its apprehension and comprehension, this beyond the direct and experiential interaction of the knowledgeable apprentice, thereby changing behavior and inciting active participation, with the consequential improvements in socio-environmental quality, (Table 1, Figures 1 and 2).

When playing, a person simulates and creates realities, within certain mutually accepted rules, roles, conditions and premises, thence taking the place of somebody else, and so developing an understanding of why people act in certain ways. Thus, the players learn how to act and make mistakes, without negative consequences to the real world, since certain realities can be simulated, played out, manipulated and experimented, and the possible consequences felt. If these are negative, things that should not be done are learned, thereby making it possible to plan alternative approaches or objectives. The players can also share their experiences, develop their collaborative spirit, and use the game for self-knowledge, thence understanding their own attitudes, values and thinking processes better, as well as comprehending and feeling their very limitations and possibilities of promoting changes. Moreover, games, besides generally being fun and pleasurable, afford a way of intensifying the emotional bond between the player and the subject of the game.

Systemic games comprise a category specifically aimed at showing the players how complex systems function. These games are extremely interesting in the context of global climate changes that result from of the interaction of diverse components of ecological systems. Systemic games facilitate seeing, feeling and experimenting several aspects of the system's behavior that are important in the transformation of reality and in the context of "feeling part of a larger picture". The player, although able to influence the system, cannot always direct it in a desirable way, which means that attempts must be made to understand the way things work and find other ways of promoting the required changes, such as identifying the crucial points involved in its functioning (DIELEMAN; HUISINGH, 2006DIELEMAN, H.; HUISINGH, D. Games by which to learn and teach about sustainable development: exploring the relevance of games and experiential learning for sustainability. J. Clean. Prod., v. 14, p. 837-847, 2006.).

Preliminary results

The two games developed in the project were:

Game-book "Challenge in Apicum" (GHILARDI-LOPES, 2014GHILARDI-LOPES, N. P. Desafio em Apicum. Santo André: UFABC, 2014. 112 p. Disponível em: <http://professor.ufabc.edu.br/~natalia.lopes/jogosmarinhos/index.php/material-de-apoio-2/16-livro-jogo>.
http://professor.ufabc.edu.br/~natalia.l...
) - based on RPG (Role Playing Games) solo adventures, in which the participant will play the role of a student, who must discover the causes of the changes that are occurring in the surroundings of Apicum City (a fictional coastal city specially created for the game). For this, the participant will have to carry out quizzes, puzzles and activities (GHILARDI-LOPES et al., 2013aGHILARDI-LOPES, N. P.; BRAGA, J. C.; SILVA, L.; FREITAS, S. R. D.; SILVA, R. L. F.; RIBEIRO, T.; SIMÕES, E.; PINHATA, E. Environmental education through an online game about global environmental changes and their effects on coastal and marine ecosystems. Proceedings of SBGames. São Paulo: Sociedade Brasileira de Computação, 2013a. p. 469-474.; SILVA et al., 2013aSILVA, L.; BRAGA, J. C.; GHILARDI-LOPES, N. P.; PINHATA, E.; SIMÕES, E.; RIBEIRO, T.; RIBEIRO, E. Q.; SHINOHARA, B. Educational game on global environmental changes: Collaborative design using a social network. Proceedings of SBGames. São Paulo: Sociedade Brasileira de Computação , 2013a. p. 520-523.). The game is under test. It was applied to 135 elementary school children, who filled in questionnaires before and after playing, which are being analyzed. The game-book can be accessed at the following link: http://professor.ufabc.edu.br/~natalia.lopes/jogosmarinhos/index.php/material-de-apoio-2/16-livro-jogo

"Apicum" game - this game basically presents the same story as the gamebook, but in a more interactive interface. The educative game was developed in GameMaker® software. One important step in its development was to produce the Game Design Document (GDD), which includes a description of the story, objectives, rules, and all the characters and items of the game, as well as the Level Design Document (LDD), which includes a description of the scenarios, levels of the game (Table 3), the conditions of entrance and exit of each level, and the flow conditions at each level (what the main character can and cannot do). Both documents for the game are already finished, and the game is now being tested. It can be accessed at the following link: http://professor.ufabc.edu.br/~natalia.lopes/jogosmarinhos/index.php/prototipos-2. A page on facebook has also been developed (https://www.facebook.com/apicumgame). Subsequently, it will be applied to elementary and high school students, and evaluated in terms of educational efficiency.

Table 3
Levels of the educational game on global climate changes and their effects on marine and coastal ecosystems, with the objectives proposed for each one.

Another result of the project was the Extension course for elementary and high-school teachers recycling (GHILARDI-LOPES et al., 2014aGHILARDI-LOPES, N. P. Desafio em Apicum. Santo André: UFABC, 2014. 112 p. Disponível em: <http://professor.ufabc.edu.br/~natalia.lopes/jogosmarinhos/index.php/material-de-apoio-2/16-livro-jogo>.
http://professor.ufabc.edu.br/~natalia.l...
). Many teachers say they feel uncomfortable when addressing the subject of global environmental changes in their classrooms, since they know little about it. Taking this into account, an extension course on global changes and their effects on marine and coastal environments was given to 15 elementary and high school teachers. During the course, they prepared and applied a didactic sequence. At the end, they presented and discussed the results. All didactic sequences, as well as theoretical information on the subject of the course can be accessed at the following link (GHILARDI-LOPES et al., 2014bGHILARDI-LOPES, N. P.; KAWABE, L. D. A.; SLOMPO, C. S. Formação Continuada: Mudanças Climáticas Globais e seus Efeitos nos Ambientes Marinhos e Costeiros. Santo André: UFABC , 2014b. 71 p.): http://professor.ufabc.edu.br/~natalia.lopes/jogosmarinhos/index.php/material-de-apoio-2/17-e-book.

3. Learning with the Sea Project

Coordinators: Benjamim Teixeira, Laura Pioli Kremer and Renata Costella Acauan, IFSC

Objectives

The main goal is to stimulate the introduction of marine knowledge into school activities, thereby contributing to the implementation of marine-environmental education activities in elementary and high schools.

Description and Conceptual Background

The project "Learning with the Sea" was initiated in mid 2012 in Santa Catarina State, and is under way. Santa Catarina, with a long coastline (531 kilometers), has an appreciable population closely related to the marine environment. However, knowledge of marine ecosystems is slight, and subjects related with this environment are rarely present in school activities. One way to develop marine-environmental education is to stimulate the introduction and integration of this theme into the school curriculum. With this in mind, and by using the marine environment as a starting point to teach the concepts of various subjects across the curriculum, the project comprises a means of developing marine-environmental awareness, and generating the understanding of marine processes, and how they are linked to local problems.

Project execution is through workshops for students and teachers, the latter as prospective multipliers, and procedures according to conceptual EE indicators (Table 1), with the constant stimulation of interdisciplinary dialogues between marine knowledge and daily school activities. The educational objectives of specific-workshop content are related with and linked to school curriculum disciplines. The basic knowledge content deals with marine biology, oceanography, human culture linked to the sea, the value of marine processes and resources, and global anthropogenic impacts on the marine environment.

Preliminary results

Implementation of models: with the participation of 1.253 students, 74 teachers and 20 monitors.

Evaluation of activities: the results were presented in three scientific events (ACAUAN et al., 2014ACAUAN, R.; KREMER, L. P.; TEIXEIRA, B.; PILOTTO, A. L. S. Aprendendo com o Mar: subsídios ao desenvolvimento da educação ambiental marinha no ensino básico. Congresso Brasileiro de Oceanografia. Itajaí, 2014.; ACAUAN et al., 2012ACAUAN, R. C.; KREMER, L. P.; TEIXEIRA, B.; ZIPPER, G.; GONÇALVES, I.; LIM, M. D. S. D. Aprendendo com o Mar: inserção da mentalidade marítima no ensino fundamental, Itajaí, SC. IV Encontro Nacional dos Núcleos de Pesquisa Aplicada em Pesca e Aquicultura. Itajaí, 2012.; KREMER et al., 2013KREMER, L. P.; ACAUAN, R. C.; TEIXEIRA, B. A extensão e o desenvolvimento da mentalidade marítima brasileira. 31º Seminário de Extensão Universitária da Região Sul. Universidade Federal de Santa Catarina, 2013.).

Based on this project, a postgraduate course on Marine Sciences, as applied to Teaching (Ciências Marinhas Aplicadas ao Ensino) was created. This is an interdisciplinary course with 400 hours, which was initiated in 2014 at the 'Instituto Federal de Santa Catarina' Campus at Itajaí. Until now 35 students have participated. It is designed for pre-school, elementary and high school teachers from several fields of knowledge, such as science, social studies, languages and arts. The main goals are:

Facilitate the application of marine-science insights to learning environments.

Enhance students' knowledge of marine environmental sciences.

Integrate marine environmental learning within all the subjects at the pre-, elementary and high school levels.

Stimulate new possibilities of interdisciplinary knowledge-construction in schools.

Support educators by facilitating learning experience in the marine environment outside the classroom.

Provide students with opportunities to experience and investigate teaching practice.

4. Marvelous Brazilian Mangroves Program

Coordinators: Renato de Almeida, UFRB; Clemente Coelho Junior, UPE; Yara Schaeffer-Novelli, USP

Objectives

Support formal education programs in marine protected areas. The specific objective is to provide an educational tool to help teachers and community members to interpret coastal and estuarine systems. In this way, the 'Marvelous Mangroves' contributes towards implementing a National Communication Strategy and environmental education in protected areas.

Description and Conceptual background

'Marvelous Mangroves' is a curriculum guide that is formally introduced and presented to elementary school teachers (ALMEIDA et al., 2008ALMEIDA, R.; COELHO JÚNIOR, C.; CORETS, E. Os Maravilhosos Manguezais do Brasil. Cariacica: Papagaia, 2008. 266 p.). During the 16-hour-course, teachers are instructed on classroom and field use. The proposals for practical activities in coastal zone and marine ecosystems involve aspects of climate-change in the context of science and environmental education. After classroom activities, teachers are encouraged to develop projects covering an eight to ten month period. As these activities occupy about 84 hours, the duration of the whole course comes to 100 hours. Participants receive their certificates on termination. A system of training and evaluation, with the use of forms for teachers and students alike, facilitates monthly monitoring of all the teachers and schools involved. This strategy eliminates the punctual approach, common in educational projects. In Brazil, this program is coordinated by the Instituto Bioma Brasil (IBB), associated to the Mangrove Action Project (MAP), a US Non-Governmental Organization. To date, the Marvelous Mangrove curriculum guide has been applied in the towns of Cariacica and Fundão (Espírito Santo State), Maragojipe (Bahia State), Porto de Pedras (Alagoas State), and Tamandaré (Pernambuco State).

Preliminary Results

Records from circumstantial experience with curriculum guides in Brazil has shown that, besides reproducing the proposed exercises, teachers also used these guides for motivating activities not dealt with therein. Non-course-participants were also involved with the projects developed in their own schools.

Incentives by the Brazilian Ministry of Environment (MMA) for the use of the curriculum guide in interpretative programs in protected marine and coastal areas. Models were implemented in Cariacica (48 teachers, 19 schools), Fundão (61 teachers, 11 schools), Maragojipe (69 teachers, 14 schools), Porto de Pedras (30 teachers, 11 schools), and Tamandaré (30 teachers, 12 schools).

Dissemination of the curriculum guide in Brazil with support from MMA, local councils and other partner organizations. The Ministry of Education (MEC) also gave support to an extension project of the Federal University of Bahia Recôncavo (UFRB).

Human-resource training and studies presented in domestic scientific events (ALMEIDA et al., 2010ALMEIDA, R.; FRAGA, R. A.; DEMONER, A. R.; FERRAZ, V. Quando a educação não formal encontra a escola. Projeto povos e mangues: 20 meses de monitoramento. Rev. SBENBio., v. 3, p. 2486-2497, 2010.; SILVA et al., 2012SILVA, M. S.; RIBEIRO, A. C. V.; LADISLAU JÚNIOR, R.; DELGADO-MENDEZ, J. M.; ALMEIDA, R. O Uso do Guia Didático Os Maravilhosos Manguezais do Brasil no contexto da Reserva Extrativista Marinha Baía do Iguape. Maragojipe: Seminário Universidade e Sociedade Semana Kirimurê, 2012.b).

Evaluation system strengthening and recognizing the potential, as well as educational and administrative limitations. Noteworthy is the participation of students and teachers in a discussion forum and Educators Collective, besides the production of a video and interactive blog.

5. Investing in new talent from the public education network for social inclusion and development of scientific culture

Coordinators: Monica Dorigo Correia and Hilda Helena Sovierzoski, UFAL

Objectives

Develop and improve the scientific and technological culture of teachers and students alike, in elementary and high schools of the Alagoas State public network, by conducting educational activities in the natural sciences area, aimed at encouraging the construction of new academic activities and teaching activities from a contextualized theoretical and experimental viewpoint, in order to awaken and broaden the vision of natural and scientific phenomena, as a strategy for the discovery of vocations and new talent.

Description and Conceptual background

This Project was begun in 2011, with three stages involving professors and students from public schools and undergraduate Biological Science courses, with grants from the Scientific Initiation Program (CAPES/UFAL). It also involved students from the Undergraduate Program of the Teaching of Science and Mathematics (PPGECIM/UFAL). All the students and both professors are associated with the Sector of Benthic Communities of the Federal University of Alagoas.

Information on biodiversity and the preservation of Alagoas coastal ecosystems is still little divulged in the media or presented in the state elementary and high schools. The need is known for expanding and improving human resources directed to increasing studies on biodiversity and the preservation of coastal ecosystems in the state of Alagoas, as well as the training of students and teachers in elementary schools. The methodology used in this context is based on three steps:

  1. Development of experimental and pedagogical kits with the participation of basic education teachers, students of the Undergraduate Program in Science Education and Mathematics of UFAL (PPGECIM) and teacher-researchers of UFAL, thereby targeting the use of alternative educational and innovative material to be used in activities in stages 2 and 3 in this sub-project. In the future, these will be made available for use by other teachers in basic education.

  2. Education courses and the updating of teachers in the area of Natural Sciences from the public basic-education network, in order to improve the teaching-learning process.

  3. Implementation of the program "Saturdays at the Plant Science" consisting of regular visits by public school students and teachers, thereby facilitating access to and operation of our educational collection composed of scientific experiments and audiovisual resources, and thus fostering interaction among students of education, basic researchers and teachers, all graduate students from the Program in Science Education and Mathematics (PPGECIM/UFAL).

Results

Studies of the biological sciences and environmental education were developed, as a means of integrating students from the various undergraduate courses at UFAL, in particular those related to promoting improvements in academic performance, and encouraging elementary and high school students to work in future related professions.

The results were reproduced in several articles on science teaching practice (ARAÚJO et al., 2011ARAÚJO, E. S. A.; OLIVEIRA, A. P. L.; MORAIS, J. P. S.; SOVIERZOSKI, H. H.; CORREIA, M. D. Trabalho prático aplicado ao ensino de ciências naturais. I Encontro Luso-Brasileiro sobre Trabalho Docente: Maceió, 2011 p. 145-150.; OLIVEIRA et al., 2011OLIVEIRA, A. P. L.; ARAÚJO, E. S. A.; MORAIS, J. P. S.; SOVIERZOSKI, H. H.; CORREIA, M. D. Atividades Práticas como Recurso Didático para a Disciplina de Biologia no Ensino Médio em Alagoas. I Encontro Luso-Brasileiro sobre Trabalho Docente. Maceió, 2011. p. 20-35.; SOUZA et al., 2011SOUZA, N. N. F.; CORREIA, M. D.; SOVIERZOSKI, H. H. Atitudes Ambientais entre os Alunos da Educação de Jovens e Adultos em Maceió, Alagoas. II Congresso Nacional de Educação Ambiental. João Pessoa, 2011. p.1210-1215.), biodiversity (LIMA JÚNIOR et al., 2012LIMA JÚNIOR, R. L. S.; CORREIA, M. D.; SOVIERZOSKI, H. H. Apresentação dos invertebrados marinhos em livros de biologia do ensino médio utilizadas em Alagoas, Brasil. III Encontro Nacional de Ensino de Ciências da Saúde e do Ambiente. Niterói, 2012. 12 p.; SOUZA et al., 2013SOUZA, V. W.; CORREIA, M. D.; SOVIERZOSKI, H. H. Um Pé De Quê, Uma Proposta Pedagógica para Aulas de Botânica. 65ª Reunião Anual da SBPC, Ciências Biológicas, 2013. 3 p.), and youth and adult education (SOUZA et al., 2011SOUZA, N. N. F.; CORREIA, M. D.; SOVIERZOSKI, H. H. Atitudes Ambientais entre os Alunos da Educação de Jovens e Adultos em Maceió, Alagoas. II Congresso Nacional de Educação Ambiental. João Pessoa, 2011. p.1210-1215.; SOVIERZOSKI et al., 2014SOVIERZOSKI, H. H.; SANTOS, L. M.; CORREIA, M. D. A Construção do Pensamento Ecológico a partir da Visão do Manguezal nos Desenhos de Alunos do Ensino Fundamental. IV Encontro Nacional de Ensino de Ciências da Saúde e do Ambiente. Niterói, 2014. p. 1-12.). The aspects of science education and marine biodiversity of Alagoas, including conservation and environmental education, directed to basic education, and produced by the research group on Benthic Communities of UFAL are available on the site (http://www.icbs.ufal.br/grupopesquisa/comunidadesbentonicas).

6. What we know about the biodiversity of coastal ecosystems on Alagoas

Coordinators: Monica Dorigo Correia and Hilda Helena Sovierzoski, UFAL

Objectives

The aims were to increase knowledge of biodiversity in the coastal ecosystems of Alagoas State, and spread scientific information on the conservation of reefs, estuaries, mangroves and beaches by the general public, with emphasis on teachers and students in public schools.

Description and Conceptual background

This Project, which was initiated in 2012, in Alagoas State, was based on extension activities that concentrated efforts towards the transmission of knowledge about biodiversity in Alagoas coastal ecosystems.

Marine biodiversity calls for the conservation of Alagoas State coastal ecosystems, which are poorly understood and rarely reported on in elementary and high schools. The information generated and gathered by the Research Group on Benthic Communities served as the base for divulging knowledge and activities in environmental education, as directed to coastal conservation. This project involved undergraduate students from Biological Science courses with grants by CNPq/PIBIC, as well as undergraduate students from the programs of Teaching Science and Mathematics (PPGECIM), and Biological Diversity and Conservation in the Tropics (PPGDIBICT), all associated to the Sector of Benthic Communities of the Federal University of Alagoas.

Results

Studies were in the field and the laboratory, with the qualitative and quantitative analysis of the biodiversity and environmental education of the Alagoas coast. It was concentrated on undergraduate and graduate courses at UFAL, in particular those related to marine biology. The aim was to promote improvements in academic performance, and encourage basic and high school students to consider marine science as a future work-option.

Scientific results were divulged in several papers on the biodiversity and coastal ecosystems of Alagoas State, and included topics such as reefs (OLIVEIRA; CORREIA, 2013aOLIVEIRA, A. P. L.; CORREIA, M. D. Aula de Campo como Mecanismo Facilitador do Ensino-Aprendizagem sobre os Ecossistemas Recifais em Alagoas. Alexandria, v. 6, n. 2, p. 163-190, 2013a. Disponível em: <http://alexandria.ppgect.ufsc.br/publicacoes-2013/volume-6-numero-2-junho-2013/>.
http://alexandria.ppgect.ufsc.br/publica...
; OLIVEIRA et al., 2014OLIVEIRA, A. P. L.; CORREIA, M. D.; SOVIERZOSKI, H. H. Análise da Exposição sobre as Atividades das Aulas de Campo nos Ecossistemas Recifais. Rev. Educ. Amb. Ação, v. 49, p. 1-16, 2014.; SILVA et al., 2013bSILVA, L. M.; CORREIA, M. D.; SOVIERZOSKI, H. H. Percepção Ambiental Sobre os Ecossistemas Recifais em duas diferentes Áreas do Litoral Nordeste do Brasil. Rev. Educ. Amb. Ação., v. 45, p. 1-13, 2013b. Disponível em: <http://www.revistaea.org/artigo.php?idartigo=1590&class=02>.
http://www.revistaea.org/artigo.php?idar...
), mangroves (OLIVEIRA et al., 2012OLIVEIRA, A. P. L.; MORAIS, J. P. S.; SOVIERZOSKI, H. H.; CORREIA, M. D. Avaliação do conhecimento dos alunos de uma escola pública sobre o ecossistema manguezal no litoral norte do município de Maceió. Alagoas. III Encontro Nacional de Ensino de Ciências da Saúde e do Ambiente. Niterói, 2012. 13 p.; SOVIERZOSKI et al., 2014SOVIERZOSKI, H. H.; SANTOS, L. M.; CORREIA, M. D. A Construção do Pensamento Ecológico a partir da Visão do Manguezal nos Desenhos de Alunos do Ensino Fundamental. IV Encontro Nacional de Ensino de Ciências da Saúde e do Ambiente. Niterói, 2014. p. 1-12.), and environmental education (PEDRINI et al., 2014bPEDRINI, A. G.; URSI, S.; BERCHEZ, F.; CORREIA, M. D.; SOVIERZOSKI, H. H.; MOCHEL, F. R. Metodologia em Educação Ambiental para a Conservação Socioambiental dos Ecossistemas Marinhos. In: PEDRINI, A. G.; SAITO, C. H. (Eds.). Paradigmas Metodológicos em Educação Ambiental. Petrópolis: Vozes , 2014b. p. 132- 151.). Information on aspects related to the conservation of coastal ecosystems and biodiversity of the Alagoas coast, including several new and endemic species, as well as publications on environmental protection that have been produced by this research group, are available on the site (http://www.icbs.ufal.br/grupopesquisa/comunidadesbentonicas).

7. The Emancipatory Environmental Education by Marine Ecotourism - EcoTourisMar Project

Coordinator: Alexandre de Gusmão Pedrini, IBRAG / UERJ

Objectives

The main objective of this Emancipatory Environmental Education (EEE) project is to offer tourism products with environmental and economic sustainability. Focus is placed on: a) environmental managers and analysts from government agencies that grant licenses to enterprises operating in protected areas of sustainable use; b) tourism and ecotourism entrepreneurs involved in developing economic activities with social and environmental sustainability; c) educators seeking alternative work activities, other than the present that negatively impact the environment.

Description and Conceptual Background

Economic activity derived from Brazilian tourism is mostly a repetition of the wild-capitalist model (unfair and oppressive). This typical model of mass tourism concentrates income among entrepreneurs, while leaving only crumbs, in the form of jobs, to the employees. These are often seasonal and deprived of social security and labor rights (LOUREIRO, 2006LOUREIRO, C. F. B. Trajetórias e Fundamentos da Educação Ambiental. São Paulo: Cortez, 2006.). It falls to the underemployed community of disproportionately low income, the option of acquiring tourist products that are in no way socially or financially mitigatory. Beyond incoming taxes, the local government apportions the entire positive income of the receiving infrastructure. Concomitantly, when appropriating both marine and coastal resources, tourists usually generate disastrous social and environmental effects, with a consequential and overwhelming impact on coastal and marine biodiversity (PEDRINI et al., 2007PEDRINI, A. G.; COSTA, C.; NEWTON, T.; MANESCHY, F. S.; SILVA, V. G.; BERCHEZ, F.; SPELTA, L.; GHILARDI, N. P.; ROBIM, M. J. Efeitos ambientais da visitação turística em áreas protegidas marinhas: estudo de caso na Piscina Natural Marinha, Parque Estadual da Ilha Anchieta, Ubatuba, São Paulo, Brasil. OLAM - Ciênc. Tecnol., v. 7, n. 1, p. 678-696, 2007.; SILVA; GHILARDI-LOPES, 2012SILVA, M. S.; RIBEIRO, A. C. V.; LADISLAU JÚNIOR, R.; DELGADO-MENDEZ, J. M.; ALMEIDA, R. O Uso do Guia Didático Os Maravilhosos Manguezais do Brasil no contexto da Reserva Extrativista Marinha Baía do Iguape. Maragojipe: Seminário Universidade e Sociedade Semana Kirimurê, 2012.; TUNALA et al., 2013TUNALA, L. P.; BITTAR, V. T.; PEDRINI, A. D. G. Efeitos ambientais negativos de mergulhadores em apnéia (com 'snorkel') na Praia de João Fernandes, Área de Proteção Ambiental Marinha de Armação dos Búzios, Rio de Janeiro, Brasil. XI Congresso de Ecologia do Brasil. Porto Seguro, 2013. p.1-3.). Thus, Emancipation Environmental Education (EEE) is indispensable as a structuring strategy for promoting drastic changes in the behavior and attitudes of active coastal-tourism enterprises (PEDRINI et al., 2011PEDRINI, A. G.; BROTTO, D. S.; LOPES, M. C.; MESSAS, T. P. Gestão de áreas protegidas com educação ambiental emancipatória pelo ecoturismo marinho: a proposta do Projeto Ecoturismar. OLAM - Ciênc. Tecnol., v. 10, n. 3, especial, p. 6-81, 2011. Disponível em: <http://www.periodicos.rc.biblioteca.unesp.br/index.php/olam/index>.
http://www.periodicos.rc.biblioteca.unes...
; PEDRINI et al., 2013b; RHORMENS; PEDRINI, 2015PEDRINI, A. G.; BROTTO, D. S.; GHILARDI-LOPES, N. P.; LOPES, M. C.; FERREIRA, L. P. Environmental education and ecotourism concepts in Marine Protected Area of Armação de Búzios, Rio de Janeiro, Brazil: reflections for the adoption of coastal ecotourism. Rev. Bras. Ecotur., v. 8, n. 1, p. 59-73, 2015a.). The facile availability of ecotourism products with features directed to the marine environment (GARROD; WILSON, 2004GARROD, B.; WILSON, J. C. Nature on the Edge? Marine ecotourism in peripheral coastal areas. J. Sust. Tou., v. 12, n. 2, p. 95-120, 2004.; GARROD et al., 2002GARROD, B.; WILSON, J. C.; BRUCE, D. M. Ecoturismo Marino Genuinamente Sostenible en el Área Atlântica de La UE: Guia de Buenas Prácticas. Bristol: University of the West of England, 2002.; GARROD et al., 2003GARROD, B.; WILSON, J. C.; BRUCE, D. M. Defining Marine ecotourism: a Delphi Study. In: GARROD, B.; WILSON, J. C. (Eds.). Marine ecotourism: Issues and experiences. Clevedon: Channel View Publications, 2003.) undoubtedly enhance the circumstances of those politicians and financiers alike, involved in activities that devastate the sea (PEDRINI et al., 2011PEDRINI, A. G.; BROTTO, D. S.; LOPES, M. C.; MESSAS, T. P. Gestão de áreas protegidas com educação ambiental emancipatória pelo ecoturismo marinho: a proposta do Projeto Ecoturismar. OLAM - Ciênc. Tecnol., v. 10, n. 3, especial, p. 6-81, 2011. Disponível em: <http://www.periodicos.rc.biblioteca.unesp.br/index.php/olam/index>.
http://www.periodicos.rc.biblioteca.unes...
.

The conceptual and operational paradigm of EEE (PEDRINI; BRITO, 2006PEDRINI, A. G.; BRITO, M. I. M. S. Educação Ambiental para o desenvolvimento ou sociedade sustentável? Uma breve reflexão para a América Latina. Rev. Educ. Amb. Ação, v. 5, n. 17, p. 20, 2006.; PEDRINI et al., 2015aPEDRINI, A. G. Educação Ambiental Marinha e Costeira no Brasil. In: PEDRINI, A.G. (Org.). Educação Ambiental Marinha e Costeira no Brasil. Rio de Janeiro: EDUERJ , 2010, 272 p.; PEDRINI et al., 2013aPEDRINI, A. G.; BROTTO, D. S.; LOPES, M. C.; FERREIRA, L. P.; GHILARDI-LOPES, N. P. Percepções sobre meio ambiente e o mar por interessados em ecoturismo marinho na Area de Proteção Ambiental Marinha de Armação de Búzios, estado do Rio de Janeiro, RJ, Brasil. Pesqui. Educ. Amb., v. 8, n. 2, p. 59-75, 2013a.; PEDRINI et al., 2011PEDRINI, A. G.; BROTTO, D. S.; LOPES, M. C.; MESSAS, T. P. Gestão de áreas protegidas com educação ambiental emancipatória pelo ecoturismo marinho: a proposta do Projeto Ecoturismar. OLAM - Ciênc. Tecnol., v. 10, n. 3, especial, p. 6-81, 2011. Disponível em: <http://www.periodicos.rc.biblioteca.unesp.br/index.php/olam/index>.
http://www.periodicos.rc.biblioteca.unes...
; PEDRINI et al., 2012PEDRINI, A. G.; BROTTO, D. S.; MESSAS, T. P. Avaliação de aproveitamento no I curso de atualização em EA para o turismo marinho e costeiro (I CEAM). Rev. Eletr. Mestr. Educ. Amb. (REMEA), v. 28, p. 133-147, 2012.; PEDRINI et al., 2010PEDRINI, A. G.; MESSAS, T. P.; PEREIRA, E. S.; GHILARDI-LOPES, N. P.; BERCHEZ, F. A. Educação Ambiental pelo Ecoturismo numa trilha marinha no Parque Estadual da Ilha Anchieta, Ubatuba (SP). Rev. Bras. Ecotur., v. 3, n. 3, p. 428-459, 2010.; PEDRINI et al., 2014bPEDRINI, A. G.; BROTTO, D. S.; PIMENTEL, D. S.; BEHRENDS, E.; SOARES, A. A. J.; LOPES, M. C.; RUA, M. B. Ecoturismar project: Efficacy evaluation of an experimental ecotouristic product at marine Environmental Protection Area of Armação de Búzios (APAMAB), state of Rio de Janeiro, Brazil. Arraial do Cabo: BIOINC, 2013b. 5 p.; RHORMENS, 2013; RHORMENS; PEDRINI, 2015RHORMENS, M. S.; PEDRINI, A. G. Educação Ambiental Emancipatória pelo Ecoturismo Marinho de Base Comunitária nos Ecossistemas Recifais da Área de Proteção Ambiental das Ilhas de Tinharé e Boipeba, município de Cairu, Bahia, Brasil. 3º Congresso internacional de países e comunidades de língua portuguesa, 2015. Torreira, Portugal.) has been discussed by several authors. They propose that environment education be considered as EEE by marine ecotourism, and that it be characterized as: a) emancipatory; by facilitating the transformation of social actors from illegal citizens into productive ones, thereby involving them in the ecotourism product, and generating their partial financial or overall independence, for example, as entrepreneurs or guides; b) transformative; by allowing those involved in the application of the product to acquire knowledge and skills through experience, thus enabling them to face, solve and prevent environmental problems, including those from the region of the ecotourism route; c) comprehensive; by placing all or most of the social actors in the area under the influence of product application; d) globalizing, addressing the environment to its various local, regional, national and global scales; e) contextualizing; in which the action is based on knowledge of local reality in which there is ecotourist activity; f) interdisciplinary; since, as environmental issues evolve over time, they are essential for the aggregation of knowledge in problem solving and improvements; g) ethics; with respect for all planetary life-forms, especially those in the ecotourism route region; h) permanent; since episodic action leads to disruption of the instructional process, and disengagement of the citizens involved; i) participatory; in that citizens, on acquiring knowledge about the entire product creation process, can opine from experience and so contribute towards product-improvement.

This model will generate compatibility between political action and survival, thus giving rise to a unique ecotourism product that presents the following characteristics: a) limitation to 10 participants (PEDRINI et al., 2011PEDRINI, A. G.; BROTTO, D. S.; LOPES, M. C.; MESSAS, T. P. Gestão de áreas protegidas com educação ambiental emancipatória pelo ecoturismo marinho: a proposta do Projeto Ecoturismar. OLAM - Ciênc. Tecnol., v. 10, n. 3, especial, p. 6-81, 2011. Disponível em: <http://www.periodicos.rc.biblioteca.unesp.br/index.php/olam/index>.
http://www.periodicos.rc.biblioteca.unes...
); b) equitable sharing of the financial benefits thereby generated; c) occurrence in a natural environment involving the local community; d) inducing discussion on contextual socio-environmental subjects (environmental performance); e) entire social and environmental protection as the end result (PEDRINI et al., 2011). Thus, a marine ecotourism product could be a feasible substitute for massive and predatory tourism in the marine environment (GARROD; WILSON, 2004GARROD, B.; WILSON, J. C. Nature on the Edge? Marine ecotourism in peripheral coastal areas. J. Sust. Tou., v. 12, n. 2, p. 95-120, 2004.; GARROD et al., 2002; GARROD et al., 2003).

RESULTS

Table 4 presents the adopted methodological model with its main steps (PEDRINI et al., 2011PEDRINI, A. G.; BROTTO, D. S.; LOPES, M. C.; MESSAS, T. P. Gestão de áreas protegidas com educação ambiental emancipatória pelo ecoturismo marinho: a proposta do Projeto Ecoturismar. OLAM - Ciênc. Tecnol., v. 10, n. 3, especial, p. 6-81, 2011. Disponível em: <http://www.periodicos.rc.biblioteca.unesp.br/index.php/olam/index>.
http://www.periodicos.rc.biblioteca.unes...
).

Table 4
Main steps of the model which facilitates the development of Emancipatory Environmental Education through Marine ecotourism.

Although two products were formulated on a research scale, the only one appropriately tested as a possible commercial product was snorkel-diving. Both products attract tourists worldwide. The first was launched in the Marine Environmental Protection Area of Buzios (APAMAB), Rio de Janeiro State. The town of Buzios includes a seaside resort with very beautiful beaches. However, of late the town has been receiving visitors from ocean-going cruisers that disembark thousands of passengers, just to spend the day on the beach. As meals are aboard ship, little use is made of local resources, and the town only receives byproducts from such a massive and socially exclusive tourism. Fishermen have sold their instalations, and gone to live on the outskirts. Thus, involvement of the local community has not been possible as was desired. However, the local state school has formed tour guides recognized by the Ministry of Tourism and the project has become a discipline in the course (PEDRINI et al., 2011PEDRINI, A. G.; BROTTO, D. S.; LOPES, M. C.; MESSAS, T. P. Gestão de áreas protegidas com educação ambiental emancipatória pelo ecoturismo marinho: a proposta do Projeto Ecoturismar. OLAM - Ciênc. Tecnol., v. 10, n. 3, especial, p. 6-81, 2011. Disponível em: <http://www.periodicos.rc.biblioteca.unesp.br/index.php/olam/index>.
http://www.periodicos.rc.biblioteca.unes...
; PEDRINI et al., 2012).

The second Ecoturismar product was developed in the Environmental Protection Area of Tinharé and Boipeba Islands (EPATB), Cairu county, Bahia State. There, mass tourism occurs mainly in the form of coral-reef visits, resulting in clearly noticeable adverse effects. The test results were: a) selection of Tassimirim beach, with variated marine geobiodiversity, for deploying an underwater trail 320 meters long; b) product testing with 28 participants: 89% rated the product as excellent; c) 76% of the tourists are agreeable to paying $ 17.00 to $ 33.00 for the product; d) 80% of the residents classified the product as excellent; e) 91% would like to get involved with the product; f) 88% of local entrepreneurs rate the initiative as excellent; g) 55% of these would divulge the product; h) The price of the product is now $ 16.00. Income from the product applied during 10 days generated $ 433.00. If association holds, around 50% of the income would go to pay the diver and project technical coordinator, with almost 100% profit.

8. Project PEAPP: Perception and Environmental Education in a Public Square, as a strategy to face Sea Global Warming

Coordinator: Alexandre Gusmão Pedrini, IBRAG / UERJ

General objective

Develop a methodology for keen perception, as an environmental and educational form of applying extension activities of UERJ, with the context of a material detachment event that occurs in a public square denominated Edmundo Rego in the city of Rio de Janeiro.

Specifics objectives

Environmental perception

The main objectives are: a) identify perception of climate change, especially global warming (GW) at sea, among children, teenagers and adults; b) test the hypothesis whether visitors to the square and the material detachment event have a higher level of socio-environmental knowledge than mere bypassers; c) check the level of understanding of the real significance of certain selected key-concepts, viz., the environment, the marine environment, Global Climate Change (GCC), the effects of sea global-warming, and the causes of GW; d) evaluate which media are important as sources of information on the studied subjects; e) check whether the subjects know who is responsible for GCC; f) learn whether visitors assume a participating attitude and adaptation to GCC.

Environmental Education

The main objectives are: a) develop a methodology for promoting environmental education to face global warming in a marine environment within the context 'Climate Change', among teens and adults who are visiting a public square; b) due to contextual difficulties, through 'Participatory Planning' select which are the appropriate methodological strategies for environmental education action in the place chosen; c) test each of the chosen strategies, as to suitability and performance; d) present the composition of the marine environment, its importance and synergy, and the negative effects of Global Warming; e) Encourage and discuss, what each can do, both individually and collectively, to address the negative effects of GW at sea.

Description and Conceptual Background

Environmental education, as a strategy for coping with GCC, more specifically those arising from Global Warming, and their impact on the sea, is in the very beginning. Vasconcelos and TAMAIO (2010)TAMAIO, I. Uma proposta de política pública: Parâmetros e Diretrizes para a Educação Ambiental no contexto das Mudanças Climáticas causadas pela ação humana MMA. Brasília: Ministério do Meio Ambiente: 105 p. 2010. strongly criticized the National Climate Change Plan developed by the Ministry of the Environment, for encouraging improvements in education in this area. The federal government subsequently published an interesting book on the subject written by TAMAIO (2013). This very preliminary work presents several guidelines on the way the environmental educator should address GCC. One is to provide scientific information on identifying the phenomenon and its anthropogenic causes. He selected certain authors and sites identified with the EE chain defended by him. Unfortunately, in the process such works as those by PEDRINI (2008)PEDRINI, A. G.; DUTRA, D.; ROBIM, M. J.; MARTINS, S. L. Gestão de áreas protegidas e avaliação da educação ambiental no ecoturismo: estudo de caso com o Projeto Trilha Subaquática - educação ambiental nos ecossistemas marinhos - no Parque Estadual da Ilha Anchieta, Ubatuba, São Paulo, Brasil. OLAM - Ciênc. Tecnol., v. 8, n. 2, p. 31-55, 2008. and PEDRINI and SABA (2008)PEDRINI, A. G.; DUTRA, D.; ROBIM, M. J.; MARTINS, S. L. Gestão de áreas protegidas e avaliação da educação ambiental no ecoturismo: estudo de caso com o Projeto Trilha Subaquática - educação ambiental nos ecossistemas marinhos - no Parque Estadual da Ilha Anchieta, Ubatuba, São Paulo, Brasil. OLAM - Ciênc. Tecnol., v. 8, n. 2, p. 31-55, 2008. among others, and as presented in this article, were excluded.

In fact, in Brazil there is the lack of a comprehensive synthesis of convergence between EE and GCC. The practical character of the process is presented by VIEIRA and BAZZO (2007)VIEIRA, K. R. C. F.; BAZZO, W. A. Discussões acerca do Aquecimento Global: uma proposta CTS para abordar esse tema controverso em sala de aula. Ciên. Ens., v. 1, p. 1-12, 2007., DEBONI (2007)DEBONI, F. E. A Educação Ambiental frente às mudanças climáticas: organizar ou desorganizar? Brasil: Notícias da América Latina e Caribe, 2007. and PEDRINI and SABA (2008)PEDRINI, A. G.; SABA, M. G. Educação ambiental e mudanças ambientais globais: um relato de experiência com o documentário "Uma verdade inconveniente" como estratégia no ensino de inglês numa escola pública. Conferência da Terra. João Pessoa: Anais da Conferência da Terra, 2008. p.101-105.. The first reports on a case of EE with GW in the classroom, showing scientific methodology with a strong epistemological component. The second is that by PEDRINI and SABA (2008), originally written in English. They proposed a methodology for addressing the main problem arising from GCC, i.e., Global Warming (GW). Work was carried out in three steps, in six classes directed to the first and second years of High School. It was the basis of research for the film "An Inconvenient Truth" presented by the former USA Vice President Al Gore. The third, by DEBONI (2007)DEBONI, F. E. A Educação Ambiental frente às mudanças climáticas: organizar ou desorganizar? Brasil: Notícias da América Latina e Caribe, 2007., presented reflections on issues arising from global change (also centered in GW) and EE. This involved a series of conjectures on EE and the media, thereby proposing that environmental educators go deeper into the subject in theoretical and conceptual terms, and not be limited to a repetition of what has been seen on TV or in films, such as "An Inconvenient Truth", with its plainly visible characteristics of self-promotion.

In fact, DEBONI (2007)DEBONI, F. E. A Educação Ambiental frente às mudanças climáticas: organizar ou desorganizar? Brasil: Notícias da América Latina e Caribe, 2007., besides undertaking research in the field, incited government officials to assume their responsibilities for more in depth studies of this delicate problem within the context of Brazilian environmental education, whence the subject requires the comprehensive training of the public, teachers, politicians, public authorities, etc. The contribution of this project arises from reaching the public that congregates at a material detachment event in a public square. Thus, this extension work addresses GCC to a congregation in a public space, as understood from the Habermas perspective (HABERMAS, 1984HABERMAS, J. Mudança estrutural da esfera pública: investigações quanto a uma categoria da sociedade burguesa. Rio de Janeiro: Tempo Brasileiro, 1984.), viz., a locus for collective claims, both by adults and teenagers.

Results

For PEDRINI et al. (2014a)PEDRINI, A. G.; LIMA, L.; VIANA, T. Educação Ambiental em praça pública como estratégia para enfrentamento do aquecimento Global do mar: percepção dos visitantes sobre a problemática. 4º Fórum brasileiro de educação ambiental. Belém, 2014a. and from preliminary results, it was shown that most people (75%) correctly comprehend the concepts Marine Environment (ME), Global Climate Change (GCC) and Global Warming (GW). On the other hand, Environmental Education (EE) is only understood as a change in behavior (59%). The understanding is that humanity is the social-actor responsible for GCC (72%). People believe that they help to improve the environment, a) by becoming aware of the problem, and aiding in conservation (23% each), and b) by practicing the three Rs (17%). In the case of 22%, there was no response. The fact that 1/5 stated that nothing should be done requires investigation. The results of diagnosis imply an in-depth approach to the subject of the consequences of GW on the sea.

As to responsibility for GCC, Pedrini et al. (PEDRINI et al., 2015cPEDRINI, A. G.; LIMA, L.; VIANA, T.; NUNES, R. M.; BROTTO, D. S. Percepção ambiental pública sobre atitudes e responsabilidades frente às mudanças climáticas globais por frequentadores de uma praça urbana na cidade do Rio de Janeiro (RJ, Brasil) e o papel das fontes de informação. 7º Encontro Nacional de Programas de Pós-Graduação e Pesquisa em Ambiente e Sociedade (ENAMPPAS). Brasília: Universidade Nacional de Brasília, 2015c.) verified whether respondents attributed this to humanity as a whole. However, it is important to point out that there are more important social actors to be highlighted, apart from those indicated in this naïve answer. These are unscrupulous entrepreneurs and selfish investors, who only think about constantly increasing their profit. In general, these groups attempt to cheat environmental control systems, and have no scruples about worsening the environmental health of cities and their outskirts. Assign the deterioration of environmental quality by GCC to mankind as a whole could, to a certain extent, be a form of accommodation on the part of respondents, as also a translation of the consumerist-capitalist-media maneuvers that crown our contemporary society. Another alternative is a way of attributing responsibilities to nobody in particular, and thus conceal the real and mainly responsible culprits, in other words, the rich industrial countries.

Some believe that only individual change would suffice for confrontation with GCC (GHILARDI-LOPES et al., 2014GHILARDI-LOPES, N. P. Desafio em Apicum. Santo André: UFABC, 2014. 112 p. Disponível em: <http://professor.ufabc.edu.br/~natalia.lopes/jogosmarinhos/index.php/material-de-apoio-2/16-livro-jogo>.
http://professor.ufabc.edu.br/~natalia.l...
a; GHILARDI-LOPES et al., 2015GHILARDI-LOPES, N. P.; TURRA, A.; BUCKERIDGE, M. S.; SILVA, A. C.; BERCHEZ, F. A. D. S.; OLIVEIRA, V. M. D. On the perceptions and conceptions of tourists with regard to global environmental changes and their consequences for coastal and marine environments: A case study of the northern São Paulo State coast, Brazil. Mar. Policy, v. 57, p. 85-92, 2015.). However, it has been shown that the simple acquisition of fresh knowledge is insufficient to generate these changes (TAMAIO, 2013). PEDRINI et al. (PEDRINI et al., 2015bPEDRINI, A. G.; LIMA, L.; SANTOS, T. V.; NUNES, R. M.; BROTTO, D. S. Environmental Education in Public Square as a facing strategy of Global Warming On Sea: Participatory Planning with visitors for pedagogical action. 8th World Environmental Education Congress. Gothemburg, 2015b.; PEDRINI et al., 2015cPEDRINI, A. G.; LIMA, L.; VIANA, T.; NUNES, R. M.; BROTTO, D. S. Percepção ambiental pública sobre atitudes e responsabilidades frente às mudanças climáticas globais por frequentadores de uma praça urbana na cidade do Rio de Janeiro (RJ, Brasil) e o papel das fontes de informação. 7º Encontro Nacional de Programas de Pós-Graduação e Pesquisa em Ambiente e Sociedade (ENAMPPAS). Brasília: Universidade Nacional de Brasília, 2015c.) showed that there are no daily individual attitudes. The general belief was that collective efficacy would only be attained through the implementation of mediating, public policies. Neither do they know that government planning is more concerned with plans for adjustments to the situation, and less to facing and situating changes. Furthermore, the existence of federal, state and municipal policies in the City of Rio de Janeiro is unknown, and there is no assessment of their efficacy. This accommodation, even among environmentalists, is worrying. A possible explanation could be discredit in a government official who might be the leading figure in formulating laws derived from policies. The sources of information about GCC is one more topic of concern. The predominant ones are Internet (32%) and cable TV (21%). It is widely known that, to a large extent, data from both are either wrongly divulged or outdated. Nonetheless, the hypothesis about GCC tested by environmentalists in the square having an adequate information level, has been statistically proven. However, on coping with GCC, this information-set cannot be translated into terms of attitudes in the daily lives of individuals.

The method on how individuals could face and contribute towards solving the adverse effects of GCC presented relative dispersion. Thus, it can be deduced that the public in general knows nothing about what and how to act. The belief (reinforced by the concept of EE being merely behavioral, see PEDRINI et al., 2015bPEDRINI, A. G.; LIMA, L.; SANTOS, T. V.; NUNES, R. M.; BROTTO, D. S. Environmental Education in Public Square as a facing strategy of Global Warming On Sea: Participatory Planning with visitors for pedagogical action. 8th World Environmental Education Congress. Gothemburg, 2015b.) is that only the adoption of essentially behavorial action of the three Rs, or eventual simple action, are adequate.

9. Diving in Seropedica’s education

Coordinator: Valéria Marques, UFRRJ, Guilherme Henrique Pereira Filho, UNIFESP

Objectives:

This Project was started during 2011, with an interdisciplinary and interdepartmental character integrating teachers and students belonging to several fields of knowledge, notably biology and psychology. It was afterwards split into two sub-projects "Diving, the connection between Seropedica and UFRRJ: the use of narration in environmental education" (SILVA; MARQUES, 2012SILVA, M. S.; RIBEIRO, A. C. V.; LADISLAU JÚNIOR, R.; DELGADO-MENDEZ, J. M.; ALMEIDA, R. O Uso do Guia Didático Os Maravilhosos Manguezais do Brasil no contexto da Reserva Extrativista Marinha Baía do Iguape. Maragojipe: Seminário Universidade e Sociedade Semana Kirimurê, 2012.; VERAS et al., 2012VERAS, P. C.; VINHAES, I. R. M.; PEREIRA FILHO, G. H.; MARQUES, V. O uso da interdisciplinaridade no ensino médio: sugestões de atividades. VII SIMPED. Resende, 2012.; VINHAES et al., 2012VINHAES, I. R. M.; VERAS, P. C.; MARQUES, V.; PEREIRA FILHO, G. H. Sensibilização e envolvimento de professores do ensino médio de escola pública para a utilização da prática de mergulho como ferramenta educacional. VII SIMPED. Resende, 2012.) and "Dive and ideas, innovation and ideals" (MARQUES et al., 2013). Within the overall aim of linking high school students to the university scientific environment, thereby favoring new possibilities in knowledge construction, the first was directed towards collaboration with teachers, by enriching practical pedagogy through diving experience, and evaluating narration as a methodological tool. The second was aimed at evaluating the use of underwater trails, as an educational activity in high schools (CIEP 155 Maria Joaquina de Oliveira Seropédica/RJ). It was developed in two phases, viz., the training of environmental monitors/multipliers, and the evaluation of the diving experience of students (Ilha Grande, RJ), through questionnaires and interviews.

Results

  1. Development of protocols and implementation of 3 trails: "In loco" Ilha Grande terrestrial and underwater trails; Itinerant trail, in which the marine environment was discussed through comic strips in 10 panels; Virtual electronic track (under development).

  2. Development of supporting didatic material (MARQUES; PEREIRA FILHO, 2013MARQUES, V.; PEREIRA FILHO, G. H.; VERAS, P. C. Mergulho Ideias, Inovações e Ideais. In: VIII Simpósio Pedagógico e Pesquisas em Educação. Resende, 2013.; MARQUES et al., 2013).

  3. Monitor training and formation -6 high school teachers and 11 monitors were formed.

  4. Model implementation - application to 25 high school students (2011-2012) and 75 students (2012-2013).

  5. Evaluation of activities - the discussion and activity evaluation were published as abstracts (MARQUES et al., 2013MARQUES, V.; PEREIRA FILHO, G. H.; VERAS, P. C. Mergulho Ideias, Inovações e Ideais. In: VIII Simpósio Pedagógico e Pesquisas em Educação. Resende, 2013.; SILVA; MARQUES, 2012SILVA, M. S.; RIBEIRO, A. C. V.; LADISLAU JÚNIOR, R.; DELGADO-MENDEZ, J. M.; ALMEIDA, R. O Uso do Guia Didático Os Maravilhosos Manguezais do Brasil no contexto da Reserva Extrativista Marinha Baía do Iguape. Maragojipe: Seminário Universidade e Sociedade Semana Kirimurê, 2012.; VERAS et al., 2012VERAS, P. C.; VINHAES, I. R. M.; PEREIRA FILHO, G. H.; MARQUES, V. O uso da interdisciplinaridade no ensino médio: sugestões de atividades. VII SIMPED. Resende, 2012.), and as an undergraduate dissertation (VERAS, 2014VERAS, P. C. Mergulhando na educação: percepção de discentes do ensino médio de uma escola pública do município de Seropédica/RJ a respeito da educação não formal e interdisciplinar. 2014. (Monografia de graduação). Instituto de Biologia, Universidade Federal Rural do Rio de Janeiro, 2014.). A master dissertation is also in preparation.

10. Mussels: Evaluating and stimulating community integration coupled to mussel farming at Jurujuba, Niterói – Rio de Janeiro

Coordinators: Daniel Shimada Brotto, Marcia Esteves Capello, Lucilia Ramos Tristão, UVA; Marli Cigagna Wiefels, UFF)

Objectives

The main goal is to evaluate socio-environment perception, and various forms of production of those directly and indirectly involved in mussel farming, prior to implementing advisory action aimed at optimizing both activities and social emancipation.

Description and Conceptual Background

Although handicraft fishing, tourism and sea farming can be considered as natural local vocations, there have been many problems since the end of the 70's, evidently brought about by the lack of understanding on the part of government authorities. The formerly traditional fishing community is now a decadent and disorderly town district, composed of seafood restaurants, and decrepit sardine canning industries, commercial fishing docks, yachting marinas and mussel farms, in other words, a diversified human community mainly composed of lower income citizens (RITTER, 2007RITTER, P. D. Da Roça ao Mar: estudo de uma comunidade de marisqueiros em Jurujuba. 2007. 242 f. Dissertação (doutorado). Rio de Janeiro: Instituto de Psicologia, 2007.).

Since the end of the 80's, mussel farming emerged as a profitable and economic activity in the region, nowadays this being the main source of income that sustains many families, independent of the questionable water conditions, the lack of organization, and the technological gap among local entrepreneurs.

Project approach is quite in accordance with the precepts of Environmental Education for Sustainable Societies (PEDRINI; BRITO, 2006PEDRINI, A. G.; BRITO, M. I. M. S. Educação Ambiental para o desenvolvimento ou sociedade sustentável? Uma breve reflexão para a América Latina. Rev. Educ. Amb. Ação, v. 5, n. 17, p. 20, 2006.), by aiming at self-emancipation and the integration of individuals by permanent participation in the solution of on-the-spot environmental questions.

Preliminary results

As they belonged to families of mussel farmers and fishermen, the primary focus was centered on a group of school students in the region. At the end of 2011, and after a first contact with teachers and the director of the CEFEM (Colégio Estadual Fernando de Magalhães), students were invited by their teachers to participate in environmental education activities, specifically beach surveys and rapid assessment protocols, carried out in the neighborhood, and also to attend extra school lectures, when they were asked to respond to questionnaires, to so evaluate perception and the efficacy of the specific activity. Those directly involved in mussel farming were informally interviewed and observed in situ during working hours.

Results from the aforementioned approaches should be considered, when planning instructive activities focusing the optimization of mussel farming at Jurujuba, and of the use of discarded shells in handcraft and the arts. The implicit aim is to foment critical perception of the world, as well as community integration, focusing on a certain charismatic living marine resource, since in Brazil the word mexilhão (mussel) can be used to define, not only an inquisitive and restless person, but also another important aspect of the cultivated mussel species, Perna perna , a very resilient invasive species that was accidentally brought to South America in slave ships from Africa, as were the ancestors of most of the people living in Jurujuba.

CONCLUSIONS

Marine and coastal environment-education activities in Brazil are still scarce and need to receive effective support from such integrated networks as ReBentos, which unite researchers from various regions of the country, thereby facilitating the creation of sub-networks and the exchange of information, data and results. There are several models of Marine Environmental Education under way. They differ mainly as to the theoretical approach (PEDRINI, 2008PEDRINI, A. G.; SABA, M. G. Educação ambiental e mudanças ambientais globais: um relato de experiência com o documentário "Uma verdade inconveniente" como estratégia no ensino de inglês numa escola pública. Conferência da Terra. João Pessoa: Anais da Conferência da Terra, 2008. p.101-105.; PEDRINI, 2013PEDRINI, A. G. A Inserção Contemporânea da Educação Ambiental no Ensino de Graduação em Instituições de Ensino Superior nos Estados do Rio de Janeiro e Espírito Santo. In: SEABRA, G. (Ed.). Educação Ambiental; conceitos e aplicações. João Pessoa: EdUFPB, 2013. p. 172-186.), as for example, being in accordance with the theory of Popular Education by Paulo Freire, or with Critical Environmental Education. They also vary in the methodological strategies selected to obtain data or their analysis (PEDRINI, 2007PEDRINI, A. G. Metodologias em Educação Ambiental. In: PEDRINI, A. G. (Org.) Metodologias em Educação Ambiental. Petrópolis: Vozes , 2007, p. 23-51.) such as the selection of action research, interviews, life histories, questionnaires, and content or speech analysis, among others. What can be standardized over short-term are data-analysis methods in the context of a quantitative paradigm, since within the qualitative, standardization would only be possible after numerous actions and projects have been completed. Only in this way is it possible to think of establishing standardized procedures based on a solid conceptual framework.

So far, the ReBentos environment education work-group is dealing with activities and projects that still do not use the biologic results from the other groups of the network (estuaries, beaches, submersed vegetated bottoms, reefs and rocky shores, mangroves and salt marshes). The aim is to increase the use and exchange of these data in the future. Actions should be expanded to public schools, as well as to other states within the country. EE approaches with the specific goal of impacting decision-makers and media are also considered fundamental.

ReBentos Directives for Marine-Environment Education

Climate change is an excellent pedagogical opportunity for inducing desirable outcomes in environmental education. It serves as a means for teaching the science of complex systems, and comprises a teaching opportunity for meaningful learning, through being ideal for debating the application of the precautionary principle. Nonetheless, the complexity and global nature of the phenomenon, associated with the difficulty of modifying human behavior, complicates the choice of efficient strategies in climate-change education. Therefore, the evaluation of medium and long-term education intervention is crucial. Besides the number of participants or events, evaluation should be based on achievement of specific environmental education indicators.

As a further step, definite protocols should be elaborated for each EE model, to so serve as supports for newcomers to the area, and for direct action within the network, thereby facilitating the exchange of experience and material among ReBentos groups.

  • Financial Support: Edital MCT/CNPq/MEC/CAPES/FNDCT, Ação Transversal/FAPs Nº 47/2010, Sistema Nacional de Pesquisa em Biodiversidade - SISBIOTA BRASIL, Processo FAPESP: 2010/52323-0, Processo CNPq: 563367/2010-5.
  • In Memorian.

ACKNOWLEDGMENTS

Thanks to MCT MCT/CNPq/MEC/CAPES/FNDCT for financial support through the Edital Ação, Ação Transversal/FAPs Nº 47/2010, Sistema Nacional de Pesquisa em Biodiversidade - SISBIOTA BRASIL, (Processo FAPESP: 2010/52323-0; Processo CNPq:563367/2010-5). To FAPESP for financial support to N. P. Ghilardi-Lopes (2012/03922-3).

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Publication Dates

  • Publication in this collection
    2016
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