<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742020000401022</article-id>
<article-id pub-id-type="doi">10.1590/198053147037</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A VULNERABILIDADE DO PROFESSOR DIANTE DOS DESAFIOS DA EDUCAÇÃO AMBIENTAL]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHERS&#8217; VULNERABILITY IN DEALING WITH THE CHALLENGES OF ENVIRONMENTAL EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[LA VULNERABILIDAD DEL PROFESSOR FRENTE A LOS DESAFÍOS DE LA EDUCACIÓN AMBIENTAL]]></article-title>
<article-title xml:lang="fr"><![CDATA[LA VULNERABILITÉ DE L&#8217;ENSEIGNANT FACE AUX DÉFIS DE LA SENSIBILISATION A L&#8217;ENVIRONNEMENT]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[dos Santos-Junior]]></surname>
<given-names><![CDATA[Robiran José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fischer]]></surname>
<given-names><![CDATA[Marta Luciane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<volume>50</volume>
<numero>178</numero>
<fpage>1022</fpage>
<lpage>1040</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742020000401022&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742020000401022&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742020000401022&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Objetivou-se caracterizar o papel do educador de ensino básico diante dos desafios da educação ambiental. A concepção e representação, acessadas por meio de questionário, constataram o envolvimento pessoal e profissional com a educação ambiental contrastante a uma inexpressiva participação em projetos. A análise apontou os obstáculos enfrentados que compreendem a urgência do tema, mas demonstra dificuldade para colocá-lo em prática principalmente em virtude da falta de capacitação, apoio das instituições e envolvimento da coletividade escolar. Levantou-se a pluralidade de fatores que colocam o educador ambiental em uma posição de vulnerabilidade e propôs-se a bioética ambiental como agregadora de diversos saberes na tentativa de mediar idoneamente esses desafios.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The goal of this article was to describe the role of primary education teachers in dealing with the challenges of environmental education. The conception and representation, accessed through a questionnaire, found that while teachers are personally and professionally involved in environmental education, they hardly ever participate in projects. Our analysis pointed out obstacles such as the theme&#8217;s urgency, but it also shows teachers&#8217; difficulty putting it into practice, mainly due to a lack of training, support from institutions and involvement on the part of the school community. We show the multiple factors that put the environmental educator in a position of vulnerability and propose Environmental Bioethics as an aggregator of different types of knowledge so as to mediate these challenges.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Nuestro objetivo ha sido caracterizar el papel del educador de educación básica frente a los desafíos de la educación ambiental. La concepción y representación, a las cuales tuvimos acceso por medio de un cuestionario, constataron la implicación personal y profesional con la educación ambiental en contraste con una inexpresiva participación en proyectos. El análisis puso de manifiesto los obstáculos enfrentados que abarcan la urgencia del tema, pero demuestra dificultad para ponerlo en práctica, sobre todo en función de la falta de capacitación, apoyo de las instituciones e involucración de la colectividad escolar. Se planteó la pluralidad de factores que lo sitúan al educador ambiental en una posición de vulnerabilidad y se propuso la bioética ambiental como agregadora de diversos saberes para intentar mediar idóneamente dichos desafíos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé On a eu comme but de caractériser le rôle de l&#8217;enseignant de l&#8217;école élémentaire face aux défis de la sensibilisation à l&#8217;environnement. La conception et réprésentation accedées par moyen de questionaire constatent un engagement personnel et profesisonnel avec l&#8217;éducation environnementale em contraste à une très faible participation dans des projets. L&#8217;analyse montre les obstacles confrontés tels que l&#8217;urgence du thème, mais démontre une dificulté pour sa mise en pratique, surtout en raison de leur faible capacitation et du manque de soutien des institutions et d&#8217;engagement de la comunauté scolaire. On a donc évoqué la pluralité de facteurs qui mettent l&#8217;enseignant dans une position de vulnerabilité et on propose la bioéthique environnementale comme agrégatrice des savoirs divers à fin d&#8217;essayer une médiation adéquate à ces défis.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[BIOÉTICA]]></kwd>
<kwd lng="pt"><![CDATA[CIDADANIA]]></kwd>
<kwd lng="pt"><![CDATA[EDUCAÇÃO AMBIENTAL]]></kwd>
<kwd lng="pt"><![CDATA[INTERDISCIPLINARIDADE]]></kwd>
<kwd lng="en"><![CDATA[BIOETHICS]]></kwd>
<kwd lng="en"><![CDATA[CITIZENSHIP]]></kwd>
<kwd lng="en"><![CDATA[ENVIRONMENTAL EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[INTERDISCIPLINARITY]]></kwd>
<kwd lng="es"><![CDATA[BIOÉTICA]]></kwd>
<kwd lng="es"><![CDATA[CIUDADANÍA]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN AMBIENTAL]]></kwd>
<kwd lng="es"><![CDATA[INTERDISCIPLINARIDAD]]></kwd>
<kwd lng="fr"><![CDATA[BIOÉTHIQUE]]></kwd>
<kwd lng="fr"><![CDATA[CITOYENNETÉ]]></kwd>
<kwd lng="fr"><![CDATA[ÉDUCATION À L&#8217;ENVIRONNEMENT]]></kwd>
<kwd lng="fr"><![CDATA[INTERDISCIPLINARITÉ]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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