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The BEINGS LIVINGS CREATURE the human being, the other animals and the plants sufficiently provoke interest and curiosity in the pupils: ‘ ‘ why lagartixa does not fall of teto’ ‘? , ‘ ‘ Plants exist carnvoras’ ‘? , ‘ ‘ Why some flowers exhale perfume and others no’ ‘? , ‘ ‘ What it would happen if the sapos they ate insects until they acabassem’ ‘. The questions, hypotheses, relations and associations are many that the children make around this subject. In function of this, the work with the beings livings creature and its intricate relations with the way offers innumerable chances of learning and magnifying of the understanding that the child has on the social and natural world. The construction of this knowledge also is one of the necessary conditions so that the children can, to the few, to develop attitudes of respect and preservation to the life and the environment, as well as attitudes related to compassion for the land. Petrpolis, RIO DE JANEIRO: k Voices, 1999.

KOHL, M.F. GAINER, C. 1995. Making art with the things of the Land ambient art for the children. So Paulo: Augustus. MILK, L.H. the Pedagogia de Projetos Intervention in the Gift.

Pedagogical presence, Belo Horizonte, 1996. MENDONA, R. ambient Educator 6 years of experience and debates. So Paulo: WWF Brazil, 2000. NAESS. in: BARBOSA, Mariana. ‘ ‘ Of good with natureza’ ‘. Superinteressante, So Paulo: 1999. SOUL, M. In: ALVES, Liana Camargo de Almeida. ‘ ‘ A world for knowing and preservar’ ‘. The ways of the land. So Paulo, 1999. BRUNET. the Environment in century 21. Rio De Janeiro: Sextant, 2003>.