Territorial implications between different categories of nature conservation units in Brazil and the political-pedagogical conceptions of environmental education

Ferla, Marcio Ricardo; Nabozny, Almir

doi:10.11606/issn.2179-0892.geousp.2022.167226

Marcio Ricardo Ferla

Universidade Estadual de Ponta Grossa. Ponta Grossa. Paraná. Brasil

http://orcid.org/0000-0003-2423-9780

Almir Nabozny

Universidade Estadual de Ponta Grossa. Ponta Grossa. Paraná. Brasil

http://orcid.org/0000-0001-8723-9134

mrferla@yahoo.com.br

almirnabozny@yahoo.com.br

group/category
Integral Protection	number	area (ha)
ecological station (Escec)	32	7,494,700
natural monument (Mona)	03	44,300
national park (Parna)	73	26,486,700
wildlife refuge (Revis)	8	269,200
biological reserve (Rebio)	31	4,267,700
total of full protection	147	38,562,500
sustainable use	number	area (ha)
national forest (Flona)	67	17,822,500
extractive reserve (Resex)	62	12,472,400
sustainable development reserve (RDS, in Portuguese)	02	102,600
wildlife reserve (Refau)	00	0
environmental protection area (APA, in Portuguese)	33	10,173,100
area of relevant ecological interest (Arie, in Portuguese)	13	34,100
total of sustainable use	177	40,604,700
Grand total	324	79,167,200

conservationist	pragmatics	critique
Conservationist, behaviorist, ecological literacy and self-knowledge currents. Far from the social and political dynamics. It is based on ecology principles, in giving prominence to the affective dimension and changing individual behavior. It does not question existing social structure as a whole, but focuses in promote reform its parts or social sectors.	It educates for sustainable development and sustainable consumption. It gives compensations to redress imperfections in the production system. It perceives the environment as a pure collection of natural resources in the process of being depleted. It promotes sectoral reforms in society without questioning its ground foundations. It disregards the unequal distribution of costs and benefits on the appropriation of natural assets.	Currents of popular, emancipatory, transformative environmental education and part of the environmental management process. It makes a critical review of the foundations that provide the domination of human beings. It undertakes political confrontation of inequalities and socio-environmental injustice. It opposes conservative and behavioral tendencies. It has a strong sociological and political bias.

CHARACTERIZATION OF ACTIONS DEVELOPED AND/OR UNDER DEVELOPMENT Of the characteristics below, mark at least 3 that most represent actions taken in the UC:
A	( ) Dissemination of ecological and technological knowledge, individuals awareness of the need to change their attitudes and behaviors regarding nature and natural resources
A	( ) Perception of the environment as a set of natural resources being depleted due to their irrational and unbridled use
A	( ) Democratization of access and use of natural resources and reduction of vulnerability of certain social groups facing environmental risks, according to the principle of socio-environmental justice
B	( ) It is based on ecology principles, in giving prominence to the affective dimension and changing individual behavior.
B	( ) Does not prioritize addressing the unequal distribution of costs and benefits of the appropriation of natural assets
B	( ) Currents of popular, emancipatory, transformative environmental education and part of the environmental management process.
C	( ) Believes in maintaining the current social structure as a whole, but proposes to change some aspects and practices so that the current structure can work better
C	( ) Education for sustainable development and sustainable consumption - “each one to do their share” -as a citizen’s contribution to facing an environmental crisis
C	( ) It seeks to promote awareness of socio-environmental imbalances and conflicts and the possibilities of subjects to organize themselves to defend their social and environmental rights
D	( ) Pedagogical practice should provide knowledge about how ecological systems works, teaching about ecology and about technological means capable of reducing or overcoming environmental damage related to human´s action.
D	( ) Promotion of sectoral reforms in society, seeking to maintain its basic elements
D	( ) Focused on the global understanding of power relations within society and how these relations are reflected on the environment and how it influences the use of natural resources
E	( ) The unfamiliarity with biogeochemical cycles and the global dynamics of living ecosystems ends up yielding an inaccurate and intensive use of natural resources that results in their depletion and degradation
E	( ) Compensation to correct the imperfection of whole production system, through sustainable consumption and adoption of “clean” technologies
E	( ) Strong bias is given by humanities and social sciences in covering a political and sociological understanding of environmental issues
	( ) None of the foregoing.

approach	number
Causes and consequences of conflicts	91
Consequences/impacts of the conflict	81
Conflict history	80
Alternatives to intervene in the conflict	77
Benefited and harmed by the conflic	60
Only information on the existence of the conflict, without addressing the previous alternatives	12

[1] mrferla@yahoo.com.br

Brasil

Brasil

Territorial implications between different categories of nature conservation units in Brazil and the political-pedagogical conceptions of environmental education

Implications territoriales entre les différentes catégories d’unités de protection de la nature au Brésil et les conceptions politico-pédagogiques de l’éducation environnementale

Abstract