Professor AB' TO KNOW in 1991, already had characterized the Ambient Education as a new ' ' ponte' ' between the popular wisdom and the technician-scientific conscience. a> offer similar insights. That is, practical one that it must value the knowledge in its ample direction. Knowing to make of the pupils and the too much members of the community is integrant part of the resume of the school. Mitchel Resnick is likely to agree. The Ambient Education centers its approach in the balance of the environment, where the life is perceived in its full direction of interdependence of all the elements of the nature. ConocoPhillips has many thoughts on the issue. The human beings and too much beings are in partnerships that perpetuate the life. It is not to understand that the life of each being is absolute, therefore in the full direction of the life the death is enclosed and present in the dynamic balance of the environment.

The change of this approach, according to GUIMARES (2004), is one of the objectivos of the Ambient Education. ambient 1.8.1.Educao: Its Purposes? To help to make and to understand clearly, the existence of the economic, social interdependence, ecological politics and, in the urban and agricultural zones; To provide, to all the people, the possibility to acquire knowledge, the direction of the values, the attitudes, the active interest and the attitudes necessary to protect and to improve the environment; To induce new forms of behavior in the individuals, the social groups and the society in its set, regarding the environment. ambient 1.8.2.Educao: Basic principles? to consider the environment in its totality, that is, in its natural aspects and created by the man, technological, social, economic, politician, technician, description-cultural, moral and aesthetic; to construct a continuous and permanent process, starting for the preschool one, and continuing through all the phases of formal education and not-deed of division; to apply an approach to interdisciplinar, using to advantage the specific content of each disciplines, in way that if acquires a global and balanced perspective; to examine the main questions ambient, of the point of view of the place, regional, national and international, in way that the educandos if identify with the ambient conditions of other regions geographic; to concentrate itself in the actuais ambient situations, having in account also the historical perspective; to insist on the value and the necessity of the local, national and international cooperation to prevent and to decide ambient problems; to consider in explicit way, the ambient aspects in the growth and development plans; to help to discover the symptoms and the real causes of the ambient problems; to detach the complexity of ambient problems (partner ambient) e, in consequence, the necessity to develop the critical sense and the abilities necessary to decide problems; to use diverse educative environments and an ample gamma of methods to communicate and to acquire knowledge on the environment, being accented duly the practical activities and the personal experiences.


Through simplified umdiagrama the visualization is possible> of the principaisestgios of the cycle of life of a product. The first period of training, extration of natural resources, realizado for suppliers, that take care of of the extration and the production dasmatrias-cousins and/or components. As the deprodutos period of training is the transformation under the control of the industries. The third period of training, preservation eexpedio, are generally under the control of the manufacturer, even so maissofisticados products can need a mesh of suppliers and contractors. The room period of training, of the use for the consumer, is influenciadopelo project of the product and for the degree of continuous interaction of the manufacturer.In the fifth period of training, an obsolete or defective product already discarded is ourevisado.

As and the third periods of training are seen as those where it has amaior ambient responsibility of the industry, but inside efora the increasing vision of the corporations is of that an ambiently responsible product minimizaseus ambient impacts in all its five periods of training. A dedados inventory is also elaborated that consists of the collection and procedures of calculations (ISO 14041:1998). Demassa consists in a rocking and energy, where the total that enters in the system in study must be equal aoque leaves. Through the application of the ACV in the manufacture of its products, the company will be able to conclude which the products contributes of negative form, paraa rise of standards of emissions of pollutants in half the liquid, gaseous eslido. She will be able to also verify, for example, which or which the products, contribuemde significant form for not the attendance the standards of poluentesestabelecidos by the legislation, as well as those demanded standards pelosclientes. So that the Evaluation of the Cycle of Life produces resultadosconfiveis, you talked back e, above all, comparable, is necessary that osimpactos ambient associates to the mentioned interactions are avaliadosatravs of methodologies and systematic and standardized procedures. .

School Community

In this direction, we will search to establish with the pupils and the pertaining to school community a more including reflection on the existing ambient degradation in the Land division Green Dream, pertaining locality to the quarter, where many pupils inhabit, specifically in relation to the forest fires practised in the band of Atlantic bush that if extends for the land division, to the accumulation of garbage deposited in the bush and strips of land, the burning of the domiciliary garbage (since the garbage collection is assistemtica and irregular in that one locality) and the irregular creation of the cattle (extensive pasture). As metodolgicos procedures, they will be carried through: wheels of colloquy for survey of previous knowledge, lesson of field for the quarter, questionnaires answered for the parents on positive and negative aspects of the quarter, drawings produced for the pupils, ecological walk for the school, collective confection of posters and mural with the photos of the carried through activities, exposition in the patio of the school. As end item, it will have the confection of a Cartilha de Ambient Educao to be delivers to the families of the pupils and the local community, with sights to the acquisition of positive attitudes ahead of the local environment, the change of attitudes and the formation of the ecological citizen..

Amaznia Development

The author seems critical very to the proliferation of the industries in the great centers, that for consequence, provoke the pollution of waters and air (and those described problems aggravate all previously). In view of these problems, the author presents as solution, or as goal to brighten up these problems the urban planning, and the fiscalization in the emission of pollutants. The fiscalization of emission of pollutants in Brazil revealed a sufficiently arduous task, for basically two reasons: the first one, is the fact of that the proper recklessness of the government in fiscalizing if showed incapable to regulate the emissions; as the reason is explained by the concern at this moment (relembrando) to be of attraction of companies, that is, to attract the dirty technologies, for ‘ ‘ desenvolver’ ‘ the Brazilian industrial park. Then if it could not propagate the idea of control of pollutants, and yes to propagate the idea of that if polua in Brazil (as it was the slogan at the time). To another idea displayed for the author, he is of the urban planning, what she is basically one of the ideas central offices of the Brazilian government of this moment, ‘ ‘ to plan the development of pas’ ‘. Thus, Moreira, incorporates this idea produced in the ditatorial government, it reproduces and it for some moments in the didactic book, as for example: ‘ ‘ Now that Brazil initiates pulled out its for the development, is necessary planejar’ ‘ (MOREIRA 1976 p.242), or through the enumeration and of the explanation of the agencies of regional planning of Brazil, as the SUDENE (Supervision of the northeast Development), the SUFRAMA (Supervision of Development of the Zona Franca of Manaus), that they would make possible, in the vision of the author, the development of these regions, consequently, the development of Brazil. Discoursing on ‘ ‘ desenvolvimento’ ‘ of the Amaznia, with the construction of great highways (as the Transamaznica), with the setting of great establishments, the author continues in the reproduction of speeches of the government, affirming that the current process caused impact in the environment, as the deforestation, and in the proper ambient balance, however, these they were consequences of the development process, that would have to be understood as main goal, and justification of any impact (MOREIRA, 1976).