<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2023000200899</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.23.077.ao06</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Artes visuais e educação Ambiental: uma experiência de formação docente em Campo Magro/PR]]></article-title>
<article-title xml:lang="en"><![CDATA[Visual arts and environmental education: a teacher training experience in Campo Magro/PR]]></article-title>
<article-title xml:lang="es"><![CDATA[Artes visuales y educación ambiental: una experiencia de formación docente em Campo Magro/PR]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Geraldo]]></surname>
<given-names><![CDATA[Sonia Mara Samsel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Iared]]></surname>
<given-names><![CDATA[Valeria Ghisloti]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná (UFPR)  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Paraná (UFPR)  ]]></institution>
<addr-line><![CDATA[Palotina PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>23</volume>
<numero>77</numero>
<fpage>899</fpage>
<lpage>912</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2023000200899&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2023000200899&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2023000200899&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Diante da perspectiva de que a educação ambiental é um importante campo de pesquisa e prática pedagógica e que, apesar dos documentos oficiais e da vasta literatura acadêmica, entendemos que ainda é silenciada em vários espaços. Partindo deste contexto, o presente artigo apresenta pesquisa que objetivou evidenciar as potencialidades das artes visuais para a educação ambiental sob o viés da ecofenomenologia. Caracterizando-se como qualitativa, a investigação foi realizada com nove profissionais da educação do município de Campo Magro/PR. Por meio de um curso de extensão com trinta horas de duração, buscou-se a formação desses profissionais, sensibilizando para as maneiras de ser e se relacionar no e com o mundo humano e mais que humano. Os procedimentos para a produção de dados foram a observação participante, que consistiu no envolvimento intenso com os/as participantes, diários de bordo elaborados pelos/as cursistas no decorrer da formação e mapa artístico realizado após uma caminhada pela região. As contribuições das artes visuais para a educação ambiental se evidenciaram pelos três aspectos que emergiram: imagens, múltiplas camadas; sensibilização; emaranhados do mundo mais que humano. São elementos que permitiram demonstrar que as artes visuais contribuíram para a educação ambiental, sensibilizando para as formas de atuação no mundo, entendendo as relações de horizontalidade nesse espaço de vida compartilhado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract From the perspective that environmental education is an important field of research and educational practice and that, despite the official documents and the vast academic literature, we understand that it is still silenced in several spaces. Based on this context, the present article presents research that aimed to highlight the potential of visual arts for environmental education from the viewpoint of ecophenomenology. Characterized as qualitative, the research was carried out with nine education professionals from the city of Campo Magro/PR. Through a thirty-hour extension course, we sought to train these professionals, sensitizing them to the ways of being and relating to and in the human world, and more than human. The procedures for the production of data were participant observation, which consisted of an intense involvement with the participants, logbooks written by the students during the course, and an art map made after a walk around the region. The contributions of visual arts to environmental education were evidenced by the three aspects that emerged: images, multiple layers; sensitization; entanglements of the more than human world. These are elements that allowed us to demonstrate that the visual arts contributed to environmental education, raising awareness about the ways of acting in the world, understanding the horizontal relations in this shared living space.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Dada la perspectiva de que la educación ambiental es un importante campo de investigación y práctica pedagógica y que, a pesar de los documentos oficiales y la vasta literatura académica, entendemos que aún se encuentra silenciada en varios espacios. Con base en este contexto, este artículo presenta una investigación que tuvo como objetivo resaltar el potencial de las artes visuales para la educación ambiental desde la perspectiva de la ecofenomenología. Caracterizándose como cualitativa, la investigación fue realizada con nueve profesionales de la educación del municipio de Campo Magro/PR. A través de un curso de extensión de treinta horas, buscamos formar estos profesionales, sensibilizándolos sobre las formas de ser y relacionarse en y con el mundo humano y más que humano. Los procedimientos para la producción de datos fueron la observación participante, que consistió en un intenso envolvimiento con los participantes, bitácoras elaboradas por los participantes del curso durante la capacitación y un mapa artístico elaborado luego de una caminata por la región. Los aportes de las artes visuales a la educación ambiental se evidenciaron en los tres aspectos que emergieron: imágenes, capas múltiples; conciencia; enredos del mundo más que humano. Estos son elementos que nos permitieron evidenciar que las artes visuales contribuyeron a la educación ambiental, sensibilizando sobre las formas de actuar en el mundo, comprendiendo las relaciones de horizontalidad en este espacio de vida compartida.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ecofenomenologia]]></kwd>
<kwd lng="pt"><![CDATA[Experiência estética]]></kwd>
<kwd lng="pt"><![CDATA[Pós-humano]]></kwd>
<kwd lng="en"><![CDATA[Ecophenomenology]]></kwd>
<kwd lng="en"><![CDATA[Aesthetic experience]]></kwd>
<kwd lng="en"><![CDATA[Post-human]]></kwd>
<kwd lng="es"><![CDATA[Ecofenomenología]]></kwd>
<kwd lng="es"><![CDATA[Experiencia estética]]></kwd>
<kwd lng="es"><![CDATA[Posthumano]]></kwd>
</kwd-group>
</article-meta>
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