<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602022000100129</article-id>
<article-id pub-id-type="doi">10.1590/1984-0411.78109</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Por mais experiências estéticas da natureza em escolas públicas de educação básica]]></article-title>
<article-title xml:lang="en"><![CDATA[For more aesthetic experiences of nature in public primary and secondary education schools]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Iared]]></surname>
<given-names><![CDATA[Valéria Ghisloti]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Alberto Cabral]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hofstatter]]></surname>
<given-names><![CDATA[Lakshmi Juliane Vallim]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Palotina Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia Baiano  ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>38</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602022000100129&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602022000100129&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602022000100129&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este ensaio teórico objetiva problematizar as (a falta das) experiências estéticas da natureza no currículo e nas práticas escolares, e suscitar possibilidades de enfrentamento dessa ausência. Entendemos que as experiências estéticas~éticas~políticas2 são constituintes e não dissociadas nos emaranhados da vida, e que nossos corpos estão em constante correspondência com o mundo mais que humano. Iniciamos o manuscrito, resgatando os principais documentos globais e leis nacionais que orientam a educação ambiental nas escolas. A partir disso, discutimos a negligência das recentes políticas públicas em educação ambiental no âmbito da escola. Pautadas/os na corrente filosófica da ecofenomenologia, defendemos uma educação ambiental escolar menos antropocêntrica e que preconize, também, mais experiências estéticas na natureza. Assim, argumentamos sobre as limitações legislativas, configurações de espaço escolar e do currículo para que essa educação ambiental seja concretizada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This theoretical essay aims to problematize the (lack of) aesthetic experiences of nature in the school curriculum and practices and to evoke possibilities of coping with that absence. We understand that, in the tangles of life, aesthetic ~ ethical ~ political2 experiences are constituent and not dissociated and that our bodies are in constant correspondence with the more than human world. We start by retrieving the main global documents and national laws that guide environmental education in schools. Based on that, we discuss the neglect of school environmental education by recent public policies. Orientated by the philosophical current of ecophenomenology, we defend a less anthropocentric school environmental education that also advocates for more aesthetic experiences in nature. Thus, we discuss the legislative limitations, school space configurations and the curriculum for this environmental education to be achieved.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Sensível]]></kwd>
<kwd lng="pt"><![CDATA[Educação formal]]></kwd>
<kwd lng="pt"><![CDATA[Afetividade]]></kwd>
<kwd lng="pt"><![CDATA[Ecofenomenologia]]></kwd>
<kwd lng="pt"><![CDATA[Educação ambiental]]></kwd>
<kwd lng="en"><![CDATA[Sensitive]]></kwd>
<kwd lng="en"><![CDATA[Formal education]]></kwd>
<kwd lng="en"><![CDATA[Affectivity]]></kwd>
<kwd lng="en"><![CDATA[Ecophenomenology]]></kwd>
<kwd lng="en"><![CDATA[Environmental education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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