Navegando por Autor "Almeida, Whasgthon Aguiar de"

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Alfabetização científica em espaços não - formais: um estudo com alunos indígenas
(Universidade do Estado do Amazonas, 2023-10-31) Santos, Maria Raimunda Martins; Almeida, Whasgthon Aguiar de; Aguiar, José Vicente de Souza; Lima, Maria Francisca Morais de
La investigación titulada: "Alfabetización Científica en Espacios No Formales: un estudio con estudiantes indígenas" tiene como objetivo mostrar cómo los estudiantes indígenas de una Escuela Indígena ubicada en el municipio de Alvarães - Am viven el proceso de Alfabetización Científica desde su propia comprensión de la ciencia en espacios no formales ubicados en su comunidad. Ante esto, tuvimos que utilizar una metodología para interpretar y describir los datos de 8 estudiantes mayoruna y un profesor indígena. A partir de ello, se recolectaron datos a través de la interacción con los sujetos involucrados en observación participante, ruedas de conversación, entrevistas, en las que se pudo identificar que los estudiantes indígenas tienen una forma única de pertenencia en los espacios no formales disponibles en sus comunidades. En las actividades realizadas durante el transcurso de la investigación, observamos que si bien los estudiantes indígenas no han tenido contacto con el conocimiento científico sistematizado, tienen una cosmovisión basada en una mirada peculiar a la ciencia que puede contribuir significativamente a la planificación de acciones que articulen la escuela indígena a estos espacios no formales. Vale la pena enfatizar la necesidad de que estas acciones estén dirigidas a la realidad de los estudiantes, teniendo en cuenta sus conocimientos previos basados en conocimientos tradicionales que contribuir a la adquisición y construcción de nuevos conocimientos científicos que ser construido según el diálogo entre los diversos conocimientos de la comunidad. Palabras clave: Alfabetización Científica, Espacios No Formales, Educación Escolar Indígena.
Alfabetização científica em espaços não-formais: fortalecendo a cidadania de estudantes ribeirinhos
(Universidade do Estado do Amazonas, 2023-10-31) Silva, Cassiane dos Santos da; Almeida, Whasgthon Aguiar de; Costa, Lucinete Gadelha da; Borges, Heloisa da Silva
Non-Formal Spaces for riverside students plays a fundamental role in preserving and valuing local culture, adapting the needs and realities of the community by relating it to local and scientific knowledge, seeking to promote the educational development of forest people through scientific literacy which aims to strengthen the feeling of citizenship of the people of the forest, in view of this the general objective of the research is to analyze how riverside students in the 5th year of Elementary School experience the process of Scientific Literacy possible to awaken feelings of citizenship, with specific objectives to analyze the Theoretical discourses that deal with Scientific Literacy in Non-Formal Spaces deal with the formation of a feeling of citizenship among riverside students. Know how the Scientific Literacy process works for riverside students. And to highlight how the feeling of citizenship is built among students who experienced a process of scientific literacy in non-formal spaces. The methodology used is bibliographical review and field research, using the techniques of participant observation, dialogue group and semi-structured interview, based on a qualitative approach which aims to interpret the investigative phenomena of the participants during the actions and reflections presented in the process experienced about the scientific literacy in non-formal spaces as strengthening citizenship. Thus, the final considerations present the results of the experiences during the investigative process, which we can see that Scientific Literacy goes beyond scientific methods, it also sharpens the perspective of knowledge that crosses generations, loaded with culture, identity in its place of belonging in the midst of rivers and forests that constantly dialogue with science, thus, non-formal spaces allow us to experience teaching freely, without the paradigm of having the school space as the only learning environment, bringing experiences that contribute to strengthening citizenship of seeking information. Keywords: Scientific Literacy; Non-formal spaces; Citizenship.
Análise das percepções dos alunos do 3º ano do ensino médio e professores sobre os impactos socioambientais causados pelo consumo de energia elétrica
(Universidade do Estado do Amazonas, 2021-05-20) Santos, Débora Oliveira dos; Aguiar, José Vicente de Souza; Lima, Vilma Terezinha de Araújo; Almeida, Whasgthon Aguiar de
School physics, as well as the other Basic Education subjects, acts in the task of explaining a large part of everyday phenomena. We can then say that the student performs better in his teaching and learning process when the phenomenon is present in everyday life and that it makes sense to him. For the unfolding of the research, we answered the following question: What perceptions do 3rd year high school students and teachers in a public school in Manaus have regarding energy consumption and its socio-environmental impacts? Initially, a questionnaire was prepared with closed and open questions with students and teachers regarding the perception of the relationship between energy consumption and socio-environmental impacts. The questionnaire was divided into four parts, which are: 1st part: profile of the respondent; 2nd part: questions about electricity consumption; 3rd part: questions about alternative energy sources; and 4th part: questions on socio-environmental impacts. The results show that part of the students are unaware of the relationship between energy consumption and the socio-environmental impacts caused by hydroelectric plants. Most say they save energy because the energy bill increases, and not because of the consequence of consuming it for the environment. The students' perception of energy consumption and its impacts is still minimal, since analyzing the answers given by them, the environmental issue is still a subject that we must address in the classroom. The teachers who were interviewed showed interest in discussing important contents for the preservation of the environment, as is the case of the research that was carried out. Even from other areas, it is possible to relate mathematical content, for example, with energy consumption. Another important point is that the teachers are well qualified, this means that despite the difficulties encountered in public schools in relation to teaching and structure, many teachers are able to take a Postgraduate course carrying out their continuing education. Keywords: Physics teaching; Socioenvironmental Impacts; Energy consumption.
Analogias e metáforas no ensino de ciências: vivências e experiências docentes em ambientes virtuais
(Universidade do Estado do Amazonas, 2021-06-10) Souza, Fabiane Carbajal de; Almeida, Whasgthon Aguiar de; Costa, Mônica de Oliveira; Gonzaga, Amarildo Menezes
Analogy and metaphors, which etymologically mean similarities between things and proper sense to the figurative, have been used in everyday life, in the evolution of science and as a teaching and learning resource, aiming to facilitate communication. Given this assumption, the aim of this paper is to narrate the challenges faced by teachers on the use of analogies and metaphors to teach science in virtual environments in the midst of the covid-19 pandemic. Aiming to answer the problems that guided the research, the ways that teachers use analogies and metaphors as a teaching resource, how the teaching and learning process takes place in virtual teaching environments and what teachers say about the importance of science teaching in their classes. In order to do so, eight primary school teachers were considered, who answered a questionnaire and an interview. The results show that the investigated teachers use analogies and metaphors in a spontaneous way without any defined planning, although they understand the importance of its use as a teaching resource. About the virtual teaching environments, the results show that teachers are increasingly overcoming the obstacles arising from technologies, it is possible to highlight the potential of virtual environments in the process of teaching and learning, teachers also highlight the importance of science teaching, which according to the results, science teaching can help considerably in the construction of new attitudes regarding scientific knowledge. Key-words: Analogies and metaphors. Science Teaching. Virtual environments Translated with www.DeepL.com/Translator (free version)
Brincadeiras das infâncias como espaço de mobilização de ideias matemáticas nos anos iniciais da escolarização
(Universidade do Estado do Amazonas, 2023-08-01) Pereira, Elen Ariane Freitas; Costa, Lucélida de Fátima Maia da; Souza, José Camilo Ramos de; Figueiredo, Ângela Maria Rodrigues de; Almeida, Whasgthon Aguiar de
The games performed by children provide numerous opportunities for learning and development, and also, the construction of mathematical knowledge. In this way, we established as a general objective to understand how the games performed in childhood can constitute spaces of mobilization of mathematical ideas in the initial years of schooling. We define as specific objectives: to know what theorists indicate about the games commonly developed in the initial years of schooling; verify the games that children develop at the time of physical education activities and recreational moments; identify the mathematical ideas mobilized in the context of the development of childhood play; and, to analyze the possible relationships between mathematical ideas mobilized in the context of games developed in childhood and mathematical contents taught in the early years of schooling. In this research, with a qualitative approach, we conducted a bibliographic survey of theses and dissertations defended in the Graduate Program in Science Teaching in the Amazon (PPGEEC/UEA), in the Graduate Program in Education of the Federal University of Amazonas (PPGE/UFAM) and in the Bank of Theses and Dissertations of the Coordination of Personal Improvement (CAPES). The theoretical framework was also constructed from authors who discuss mathematics, such as D'Ambrosio (2011, 2018); and on the games, such as Leontiev (1978, 2010), Vygotsky (1989, 1991), Brougère (1998, 2010), Kishimoto (2010, 2017) and Benjamin (2009). Subsequently, we made direct observations in the Physical Education classes of the 5th grade classes of the initial years of schooling, at the time of recess and in the recreational activities carried out by the school. Following the observation script elaborated, we verified the games developed by the children and identified the mathematical ideas mobilized. In this process, we recorded the games through photographs, and described them in the field notebook. To relate the games observed to the possible mathematical contents taught in the initial years of schooling, we performed a documentary analysis, by reading the official documents. As for data analysis, we used methodological triangulation, establishing relationships between the constructed data. The results obtained indicate that the games developed by children are diverse learning spaces, including mathematical learning, which can give meaning and meaning to the mathematical content taught in the school context. Keywords: Mathematics Education; Mathematical Ideas; Infancy; Playfulness.
Conhecimentos tradicionais: um estudo sobre as histórias e narrativas orais das práticas extrativistas da coleta da castanha na comunidade Santo Isidoro/ Tefé-AM
(Universidade do Estado do Amazonas, 2019-06-22) Zurra, Raizinara de Oliveira; Cruz, Jocilene Gomes da; Cruz, Jocilene Gomes da; Sousa, Marília de Jesus da Silva e; Almeida, Whasgthon Aguiar de
Traditional knowledge in the Amazon has historically been one of the main elements of the way of life of rural communities in the region. Thus, the extraction and cultivation of different species, such as Brazil nuts, management, purpose and form of use contribute to conservation in these environments. Traditional communities usually maintain a cultural diversity to be preserved, so the transmission of traditional knowledge is passed from generation to generation, valuing all the traditional knowledge of these populations. This paper aims to analyze the traditional knowledge from the oral histories and narratives about the extractive practices of the nut gathering in the Santo Isidoro community in Tefé-AM. The analysis had as its guiding axis the narratives told by the old residents of the community in line with the traditional knowledge evidenced through the historical process about the extraction of Brazil nuts that occurred from 1960 until the years of 1980. This is a qualitative study, supported by the narrative bias as a research tool analyzed through interviews with the objective of understanding the community history regarding the collection of nuts and how the process of changes in the fruits occurred. extractive practices and what the impacts have been after declining over the current extraction of nuts in the community. The data analysis showed that the narrative contents present a temporality about the chestnut extractivism narrated by the research subjects inserted in the Santo Isidoro community.
Criança: corporeidade, afeto e experiências de aprendizagem
(Universidade do Estado do Amazonas, 2021-07-23) Mar, Maria Isabel da Costa; Aguiar, José Vicente de Souza; Oliveira, Kelly Almeida de; Almeida, Whasgthon Aguiar de
This work is bibliographical in nature, with a phenomenological basis, of a qualitative nature, whose research problem is centered on understanding the relationship between child, corporeality, affect and learning experiences from a research question: how the articulation between child, corporeality, affection and learning experiences are reflected in the process of schooling? Which gave rise to the general objective: To understand how the articulation between child, corporeality, affection and learning experiences are reflected in the process of schooling. Three specific objectives were elaborated: to investigate, through the state of the art, the theoretical foundation of theses and dissertations that address the theme of children, corporeality, affection and learning experiences in the period from 2015 to 2019; relate to the idea of affects in Spinoza with the idea of corporeity in Merleau-Ponty and; identify the concept of experience in John Dewey. The research proposes in three chapters to make a articulation of concepts with education and generate reflections that contribute to possibilities of school activities that highlight being a child as part of the learning, so that they can not only develop the cognitive part, but develop the capabilities of the whole, body-mind. Therefore, from the understanding of the authors, we can think of possibilities for meetings, in the school environment, that understand the body as a whole; that allow the exploration of the world; that potentiate, by through affections, thinking, acting and existing; that offer challenges for the child to persevere; that guarantee its expressiveness; that promote joyful and active encounters.
A divulgação científica a partir das histórias em quadrinhos para o ensino de Ciências no 6º ano
(Universidade do Estado do Amazonas, 2020-08-26) Carvalho, Francinete Bandeira; Gonçalves, Carolina Brandão; Almeida, Whasgthon Aguiar de; Araújo, Cleusa Suzana Oliveira de
Discussing Scientific Dissemination - DC is also talking about resources that favor it at school, therefore, Comic Books - Comics with scientific information are important allies for the teaching and learning process of students. Our problematization is in the sense of discovering how Scientific Dissemination in the 6th year of Elementary School can be carried out from the comic books? The general objective of this research was: To understand how Scientific Dissemination in the 6th year of elementary school can be carried out from comic books. The specifics were: a) Find out if Comics have been worked on in the classroom for science teaching, b) Investigate who students in the 6th year of elementary school identify as science disseminators, c) Analyze whether the stories in comics from the school library of the researched institution has the potential to support the scientific dissemination process in the school. The research methodology is identified with qualitative research, through a phenomenological approach since, in addition to describing the subject's sense and experience, it is important to interpret the phenomenon in the light of theorists. The research was of a participatory nature, where the researcher immersed himself in the context of the subjects to better understand their reality. It was held at a state school in the public school system, with a 6th grade teacher and her class, 11 (eleven) year old students. Together with the teacher, an unstructured interview was used, and with the students, a round of conversation to find out if the students liked comics and if they understood their relationship with Science; As well as a workshop on comics aiming to involve students to feel like disseminators of Science. We perceive the importance of the teacher's role in relation to DC, as he is the one who will be the mediator, using the comics with scientific content to work the Teaching of Science and thus, provide a more significant teaching and learning process for children. Keywords: Scientific Dissemination. Comics. Science teaching.
Divulgação científica em rede: o website como ferramenta instrucional para o ensino de ciências
(Universidade do Estado do Amazonas, 2021-06-24) Tenório, Kleitson José Lima; Gonçalves, Carolina Brandão; Almeida, Whasgthon Aguiar de; Pio, José Luiz de Souza
The internet plays a fundamental role in contemporary computerized communication, since, besides allowing the sharing of information, it cooperates to the collaborative construction of academic research and dissemination of scientific knowledge. Integrating and using technological resources through the web and the internet is essential to dynamize the relations of society with science. In face of this assumption, the objective of this work was to describe how the websites can enhance the scientific dissemination, for this, we identified how digital tools can contribute to the Science Dissemination, based on studies that contributed to the scientific knowledge dissemination and we listed the benefits of websites for scientific democratization. This study was designed from the qualitative approach type conducted in three stages, from pre-analysis, the exploration of the material and the treatment of the obtained data. The results showed that it is possible to develop the dissemination of science using the websites, allied to the technological resources described in this research, showed techniques on how you can use digital resources to expand the dialogue with the public. We built a website that hosted a course of scientific dissemination through Google Sites, monitored by Google Analytics where it was possible to see parameters, previously invisible to the eyes of the researcher as for example audience metrics, location of access and type of device used, such statistical data in graphical form helped us to understand the interaction of course participants with the site and showed important points for improving the resource so that it benefits the dissemination of science on the web. Key-words: Science Popularization. Science Teaching. Google Sites Translated with www.DeepL.com/Translator (free version)
Ensino de ciências para estudantes surdos: uma experiência com modelos moleculares e iônico
(Universidade do Estado do Amazonas, 2020-08-01) Santos, Terezinha Trindade dos; Pessoa Junior, Erasmo Sergio Ferreira; Araújo, Mônica Dias de; Almeida, Whasgthon Aguiar de
Exploring the visual character of models made with recycled materials can help to overcome the barriers of communication difficulties between teachers and deaf students in science teaching. In this sense, the objective of this work is to reflect on the contribution of molecular and ionic models to the teaching of Chemistry with deaf students. For that, the classes were given by the teacher using the models made with rollon balls. Participant observation and questionnaire with closed and open questions were used in data collection. The results showed that the visual and manipulative character of the models used as didactic resources, overcome the difficulties of communication with a deaf student and helped positively in the teaching-learning process of the content of chemical bonds.
Ensino de ciências: currículo, cognição e formação de professores
(Universidade do Estado do Amazonas, 2022-04-01) Cotta, Tathiana Moreira; Almeida, Whasgthon Aguiar de; Costa, Mauro Gomes da
This book brings a collection of works developed by professors who work in the Academic Master's in Science Education in the Amazon (UEA) who seek to disseminate discussions and academic research results to actually contribute to the improvement of the educational process.
A fertilidade do conceito de professor-pesquisador a partir do desenvolvimento do estágio vinculado à pesquisa
(Universidade do Estado do Amazonas, 2008-06-16) Almeida, Whasgthon Aguiar de; Ghedin, Evandro; Ghedin , Evandro; Gonzaga, Amarildo Menezes; Cavalcante , Lucíola Inês Pessoa; Monteiro, Ierecê Barbosa
This is a research study based on a theoretical perspective, epistemologically as a tool for analysis of a pedagogical practices for teacher-researchers on a course for graduation. Discusses the process of training of teacher-researcher from the development of a practical stage bound for the search. Want to investigate to what extent a process of probation tied to the research contributes to the legitimacy of identity in teaching and promoting professional autonomy / intellectual of the teacher to the Teaching of Science. Aims to: investigate how the process of probation tied to the research helps in the training of teacher-researcher of the field in order to legitimize their identity to awake from his teaching and professional autonomy / intellectual. It also aims to discuss the interface between the Philosophy of Science and scientific research from the process of historical development in research in the West, reflect on the need for education to act as articulating science of science education to consolidate the stage tied to search, view the theoretical nuances that characterize the epistemology of the teacher-researcher demonstrating how they can sustain their professional autonomy / intellectual identity and its teaching; describe the process of probationary teacher's showing of the field as his relationship with the research contributes to the Science Education teacher. Guided to a qualitative approach focused on action research using the techniques of participant observation and semi-structured interview. Reflects on the various dimensions of the concept of research and training related to the teaching process. Initially shows the picture of modern science commenting on the epistemology of theorists who have contributed to its consolidation. Supports the need to treat education as a science education aimed at legitimizing a process of Science Education toward the training of teachers. Sets out the definitions and distinctions made by theoreticians who study the Teaching of Science, Education and Scientific Literacy for Scientific then suggest a perspective that envisages the training of teacher-researcher. It proposes that the elements characteristic of teacher training, such as: identity, knowledge, independence and professionalism are treated as concepts that underpin the prospect of Science Education. It develops an idea that the stage is also tied to search is a process of Science Education focused on teacher training may help in re of their teaching practices from their own experiences in the classroom. With this, believes that the teacher will object to the subject of knowledge, and able to deconstruct it and rebuild it. In this context, describes a process of stage toward the training of teacher-researcher, developed in the field of education, showing the steps of her life and methodological systematising the data obtained during the investigation. Aiming to offer subsidies that enable the creation of strategies and methodologies for the training of teacher-researcher is presented as a product of research on the structure of a methodological model of the elements that characterized the research.
A formação contínua na promoção das analogias e metáforas em espaços não-formais
(Universidade do Estado do Amazonas, 2022-09-08) Castro, Natana dos Santos; Almeida, Whasgthon Aguiar de; Souza, Luciane Lopes de
The premise of the research is based on the theoretical foundation of the state of the art on analogies and metaphors, non-formal spaces, and continuous teacher training. From the descriptives, the study took shape, thus allowing the interpretations and perceptions related to the theme. This is a bibliographical study with a qualitative approach. Authors such as Glynn (1994), creator of the TWA (Teaching With Analogies) model, Sperber; Wilson (1995); Lakoff; Johnson (2002), responsible for the categorization of metaphors are listed in our theoretical contribution. Regarding the knowledge about non-formal space, we have the conceptions of Gohn (2006), Seiffert-Santos; Fachín-Terán (2013) and other authors. In the interface of the theme to the teacher's formative process we contemplated what Freire (1987; 1996), Saviani (1987), Libâneo (1992) and Nóvoa (1995) say through their works and findings. The study is divided into 3 chapters. For the first moment there are: Analogies and Metaphors in non-formal spaces: possibilities from continuing education. The second chapter presents the methodological aspects of the study. Chapter 3 closes the dissertation with "Teacher Narratives: Experiences and Experiences in Non-Formal Spaces contribution to the promotion of the use of Analogies and Metaphors in Continuous Training. In outlining the data collection, we can say that the guiding questions were answered according to the narratives obtained from the 05 (five) subjects who shared their life stories narrated through their experiences along their personal and professional trajectory. For the promotion of the use of analogies and metaphors, it was possible to identify that the teachers use these languages to exemplify subjects considered of greater difficulty by the students. In the experience with non-formal spaces it is possible to say that among the teachers some have made and make use of non-formal spaces as diffusion places for the sharing of scientific knowledge to the knowledge of Science Teaching. For other teachers the non-formal spaces present possibilities and difficulties for the execution of such pedagogical activities, one of the factors being the displacement and financial resources in the transfer to these places. Concerning continuing education, it was noticed that during the years that preceded this research, the subjects participating in the study, participated in training courses in their areas of interest, as well as the Secretariat of the State of Amazonas - SEDUC offered a range of courses in order to add to the curriculum of these teachers specialization courses, especially during the time of social isolation caused by Covid-19 in the remote modality. Despite the setback experienced throughout the scientific research it was possible to extract pertinent data regarding the theme suggested to readers. It is hoped that this study will serve as theoretical evidence for the continuity of scientific research in the line of research presented here. Keywords: analogies and metaphors, non-formal spaces, continuing education.
Metodologias ativas em espaços educativos: processos de alfabetização científica em laboratórios móveis do projeto academia stem
(Universidade do Estado do Amazonas, 2022-08-04) Silva, Andreza Carvalho da; Almeida, Whasgthon Aguiar de; Kalhil, Josefina Diosdada Barrera; Silva Júnior, Jucimar Maia da
This study addresses issues related to Active Methodologies in Non-Formal Spaces as a progression process of Scientific Literacy of engineering students. Bearing in mind that the world is in a moment of frequent transmutations with fleeting scientific and technological progress, it is essential to promote teaching methodologies that provide the development of skills and competences that make them manage this avalanche that emerges in the professional and social field. , since only specific technical knowledge does not constitute a pleasant engineer for the 21st century, who can visualize global demands. Given the theme, the general objective of the research is to investigate how the development of Active Methodologies in Non-Formal Spaces can contribute to the process of Scientific Literacy of students of the engineering course, scholarship holders in the Academia STEM Project of the State University of Amazonas. The research methodology is based on a qualitative approach, following participant observation techniques, a questionnaire with open questions and dialogue groups. The results allowed us to point out that the active methodology used in the Mobile Laboratories of the Academia STEM Project is Jigsaw, which obtain reading, writing, research, experience, teaching, dialogue, doubt, reflection, problem solving and planning activities that culminate in the development of skills and skills that make up an engineer able to deal with the social and professional field of the 21st century, such as: creativity, proactivity, autonomy, responsibility, cooperation, interaction and versatility. With this, the academics participating in the current study, in the Itinerant Mobile Laboratories of the STEM Academy Project, build their own knowledge, resulting in autonomy and Scientific Literacy, since the students, in addition to using the scientific vocabulary, are able to mobilize the specific technical concepts they have learned to their reality, giving applicability to everyday problems. In this way, we found that the active methodologies developed in the Mobile Laboratories of the Academia STEM Project provide the training of engineers who are more than technical specialists in certain themes, but emancipated citizens who are able to carry out a proper reading of the natural world, based on scientific knowledge in social and professional practices. Keywords: Active Methodology. Non-Formal Space. Scientific Literacy. Projeto Academia STEM.
O Modo de ver e dizer a educação ambiental nos anos finais do ensino fundamental da secretaria de educação e desporto do Amazonas
(Universidade do Estado do Amazonas, 2021-05-06) Souza, Rafaella Bruno Antunes de; Costa, Mônica de Oliveira; Almeida, Whasgthon Aguiar de; Oliveira, Irlane Maia de
El objetivo central de esta investigación es analizar las formas de ver y decir la Educación Ambiental en los materiales institucionales, los últimos años de la escuela primaria del Departamento de Educación y Deportes de Amazonas. Partimos de la premisa de que lo empírico se compone de dos materiales institucionales desencadenantes: la Propuesta Curricular de los últimos años de la Educación Primaria y el Referencial Curricular Amazonense. Esto, se expande constantemente por diversas materialidades discursivas, en las que también se dispersan los enunciados destacados. En el recorrido teórico y metodológico se utilizó la caja de herramientas de Michel Foucault, especialmente los conceptos de discurso, enunciado y relación saber-poder, para realizar el análisis. La red discursiva se construye a partir de un enunciado principal: la educación ambiental como medio para educar al ser humano. A su vez, bordeado por dos declaraciones secundarias: la naturaleza está en riesgo y la Educación Ambiental y la sostenibilidad. En definitiva, actúan en la fabricación de una Educación Ambiental salvacionista de los recursos naturales basada en supuestos económicos. Es decir, se dice que ese sesgo preservacionista y económico es necesario para contener los avances de los problemas ambientales y, por lo tanto, establece las formas correctas de tratar el medio ambiente y debe transmitirlas a los estudiantes como un conocimiento listo y acabado. Palabras clave: Discurso; Michel Foucault; Educación Ambiental.