<?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>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732012000200005</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Environmentalizing the curriculum: a critical dialogue of south-north framings]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Payne]]></surname>
<given-names><![CDATA[Phillip G.]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Cae]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A05">
<institution><![CDATA[,Monash University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Australia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2012</year>
</pub-date>
<volume>30</volume>
<numero>02</numero>
<fpage>411</fpage>
<lpage>444</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732012000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732012000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732012000200005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[The question of how the environmentalization of the curriculum might occur in the higher education sector in a sustainable manner has become a local, national, regional and global concern for environmental educators, specifically, and educators, generally. The contemporary ACES framework includes ten characteristics of “environmentalization” deemed appropriate for incorporation into teacher education programs, and has been adopted by some Brazilian public universities among others in Latin America and Europe. This highly influential framework was developed by a group of “Latin” academics from Europe and Latin America. We bring that framework into critical dialogue with the development of the “socially critical” and “post-critical” perspectives in environmental education curriculum and framings of its research, as this critical discourse has developed in the Anglo-speaking North over the past thirty years. We reflexively identify a number of key similarities and differences in this South-North dialogue. Brazilian educators, curriculum specialists and researchers, for whom this article is primarily written, might further refine the critical possibilities of the ACES framework in their efforts to environmentalize the curriculum. More broadly, this article exemplifies a non-colonial approach to globalizing the discourse of environmental education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A questão de como a ambientalização do currículo pode ocorrer de forma sustentável na educação superior tornou-se uma preocupação local, nacional, regional e global para educadores ambientais, especificamente, e educadores de maneira geral. O framework contemporâneo da rede ACES inclui dez características de ambientalização consideradas adequadas para incorporação nos programas de educação de professores, e tem sido adotado em algumas universidades públicas brasileiras entre outras da América Latina e Europa. O framework da Rede ACES foi desenvolvido por um grupo de acadêmicos “latinos” da Europa e América Latina. Trazemos esse influente framework em diálogo crítico com o desenvolvimento de perspectivas “socialmente críticas” e “pós-críticas” no currículo de educação ambiental de acordo com investigações sobre como esses discursos críticos têm sido desenvolvido no “Anglo-Norte” nos últimos trinta anos. Reflexivamente, identificamos um número de semelhanças e diferenças chaves no âmbito do diálogo Sul-Norte. Educadores, especialistas em currículo e pesquisadores do Brasil, para quem este artigo é prioritariamente escrito, podem refinar ainda mais as possibilidades críticas do framework da Rede ACES em seus esforços para ambientalizar o currículo. De modo geral, este artigo exemplifica uma abordagem “não colonial” de globalização do discurso da educação ambiental.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[La cuestión de cómo la ambientalización del currículo puede ocurrir de forma sostenible en la educación superior se há convertido en una preocupación local, nacional, regional y global para educadores ambientales, específicamente, y educadores en general. El marco contemporáneo de la Red ACES incluye diez características de ambientalización que son consideradas adecuadas para incorporación en los programas de formación docente, y ha sido adoptado en algunas universidades públicas brasileñas entre otras de América Latina y Europa. El marco fue desarrollado por um grupo de estudiosos “latinos” de Europa y América Latina. Traemos este influente marco en diálogo crítico con el desarrollo de las perspectivas “socialmente crítica” y “pos-críticas” del currículo de educación ambiental de acuerdo con las investigaciones sobre cómo estos discursos críticos se han desarrollado en la “Anglo-Norte” em los últimos 30 años. Reflexivamente, se identificaron un número de similitudes y diferencias claves en el marco del diálogo Sur-Norte. Educadores, especialistas de currículo e investigadores de Brasil, para quien este artículo es prioritariamente escrito, pueden refinar más las possibilidades críticas do marco de la Red ACES en sus esfuerzos para ambientalizar el currículo. En General, este artículo ejemplifica una abordaje “no colonial” de la globalización del discurso de la educación ambiental.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Environmental Education]]></kwd>
<kwd lng="en"><![CDATA[Curriculum Theory]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="pt"><![CDATA[Educação Ambiental]]></kwd>
<kwd lng="pt"><![CDATA[Teorias do Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="es"><![CDATA[Educación Ambiental]]></kwd>
<kwd lng="es"><![CDATA[Teorías del Currículo]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Environmentalizing  the curriculum: a critical dialogue of south-north framings.</h2> <h3>Ambientalizando o curr&iacute;culo: um cr&iacute;tico di&aacute;logo Sul-Norte.</h3> <h3>Ambientalizando el curr&iacute;culum: un cr&iacute;tico di&aacute;logo Sur-Norte.</h3>     <p>&nbsp;</p> <h4>Phillip G. Payne,  Cae Rodrigues    <br> </h4> </font>      ]]></body><back>
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