<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982012000100012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação ambiental em unidades de conservação: políticas públicas e a prática educativa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valenti]]></surname>
<given-names><![CDATA[Mayla Willik]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Haydée Torres de]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dodonov]]></surname>
<given-names><![CDATA[Pavel]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Maura Machado]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A12">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2012</year>
</pub-date>
<volume>28</volume>
<numero>01</numero>
<fpage>267</fpage>
<lpage>288</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982012000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982012000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982012000100012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O objetivo deste trabalho foi realizar um estudo exploratório sobre as ações de educação ambiental desenvolvidas em unidades de conservação (UCs) brasileiras em relação a público, parcerias, linha pedagógica, objetivos, atividades, temas, avaliação e documentos de referência. Além disso, analisamos uma possível influência do Programa Nacional de Educação Ambiental (ProNEA) nessas práticas. Utilizamos dados de 56 UCs brasileiras coletados em questionário distribuído em 2007. Analisamos o total de UCs e dois grupos distintos: as que citaram e as que não citaram o ProNEA como referência. As ações educativas apresentam alguns princípios das novas tendências da educação ambiental e das políticas públicas elaboradas nos últimos anos no Brasil. Concluímos que embora uma política pública de larga escala, como o ProNEA, seja importante para orientar as mudanças desejadas, não é suficiente para que essas mudanças sejam incorporadas às práticas educativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper presents the results of an exploratory study on actions in environmental education, developed in protected areas (PAs) of Brazil in relation to: the public; to partnership organizations; current pedagogical practice; intended objectives; activities realized; subject areas covered; assessments made and reference documents utilized. We also analyzed the influence on environmental education, of the National Environmental Education Program (ProNEA). We made use of data relating to 56 Brazilian PAs, collected from a questionnaire distributed in 2007. We analyzed all PAs together and also the PAs divided into two groups: PAs that cited and those that did not cite ProNEA as a reference document. The educational actions represent some of the principles emerging, as new trends in environmental education arise, and are reflected in public policy developed in Brazil over recent years. We conclude that although a large scale public policy, like ProNEA, is important in providing guidance for the desired changes, it is not sufficient to ensure that these changes be incorporated into educational practice.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Ambiental Crítica]]></kwd>
<kwd lng="pt"><![CDATA[Programa Nacional de Educação Ambiental]]></kwd>
<kwd lng="pt"><![CDATA[Unidades de Conservação]]></kwd>
<kwd lng="en"><![CDATA[Critical Environmental Education]]></kwd>
<kwd lng="en"><![CDATA[National Environmental Education Program]]></kwd>
<kwd lng="en"><![CDATA[Protected Areas]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Educa&ccedil;&atilde;o ambiental em  unidades de conserva&ccedil;&atilde;o: pol&iacute;ticas p&uacute;blicas e a pr&aacute;tica educativa.</h2> <h3>Environmental education in protected areas: public policies and  educative practice.</h3>     <p>&nbsp;</p> <h4>Mayla Willik Valenti, Hayd&eacute;e  Torres de Oliveira, Pavel Dodonov, Maura Machado Silva    <br> </h4> </font>      ]]></body>
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