Navegando por Autor "BLANDTT, Lucinaldo da Silva"

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Acesso aberto (Open Access)
Currículo integrado para a biodiversidade da Amazônia
(Universidade Federal do Pará, 2015-06) BLANDTT, Lucinaldo da Silva
This article is an exercise that seeks to encourage discussion of the scientific concept of integrated curriculum and teaching and its relationship with the biological and socio-cultural identity of the Amazon, in practice, the biodiversity in the anthropological view, it is clear that this discussion is very broad, and here do not exhaust, just insisted on several opinions that, right, strengthen the importance of the pedagogical practices of the integrated curriculum focused on the spot, and his characterizations special. ! e integrated curriculum is part of a concept of the learning organization that aims to provide an education that covers all forms of knowledge produced by human activity. It is a progressive vision of education as it does not separate the knowledge accumulated by humanity in the way that scientific knowledge acquired by students in their daily lives and cultural relations materials. the relation of knowledge of biodiversity and education needs is applied in the integrated curriculum, thus resulting in interdisciplinary environmental education practices. To be considered environmental education as a social process essential for the formation of the mentality of the citizens of a society, pass up the belief that the school is the ideal space for the socialization of knowledge that is the result of a long process: the relationship of man with nature and with others
Acesso aberto (Open Access)
Trabalho infanto-juvenil no uso do manguezal e a educação fundamental
(Universidade Federal do Pará, 2002-04-30) BLANDTT, Lucinaldo da Silva; SOUZA, Orlando Nobre Bezerra de; http://lattes.cnpq.br/8567141884452588
Work of 6 to 14 years old children is important for the survival of their families, however, it does not contribute to the monetary family income that based upon commercial fisheries, crab processing and agriculture. From an age of 4 years onwards children are encouraged to work by their parents. However, only 7 years old boys and 5 years old girls contribute significantly to the subsistence of their families. From an age of 14 years parents push their children to earn money by selling products to local agents. For teenagers remunerated work is indispensable for self support. 40% of the children between 7 and 14 years work instead of going to school which is a big obstacle for their education. The socio-economic and educational situation of children and teenagers living in the Bragança area may be improved by the process of participation and transdisciplinarity, as an effective sustainability element, as it may allow them to escape from the poverty cycle that their families are part of far generations.