Limites da mudança e propostas vagabundas: perspectivas práxicas da educação ambiental / Limits to change and vagabond propositions: praxical perspectives of environmental education (2016)

May 31, 2017 | Autor: Cae Rodrigues | Categoria: Critical Theory, Environmental Science, Aesthetics, Teaching and Learning, Education, Critical Discourse Studies, Sociology of Education, Environmental Education, Teacher Education, Science Education, Environmental Psychology, Higher Education, Praxis, Critical Pedagogy, Educational Psychology, Environmental Studies, Educational Research, Learning and Teaching, Environmental History, Critical Thinking, Phenomenological Psychology, Phenomenology, Environmental Management, Everyday Aesthetics, Environmental Aesthetics, Pedagogy, Environmental Policy and Governance, Outdoor Education, Teacher Training, Phenomenology of the body, Aesthetics and Ethics, Aesthetics and Politics, Culturally relevant pedagogy, Environmental Sustainability, Research, Critical Thinking and Creativity, Phenomenology (Research Methodology), Phenomenology of the Body (Philosophy), Phenomenology of Space and Place, Phenomenology of Temporality, Immersion and Experience, Argumentation Theory and Critical Thinking, Interpretative Phenomenological Analysis, Outdoor Play and Learning, Social Pedagogy, Earth and Environmental Sciences, Educación, Pedagogía, Educación Ambiental, Experience, Educação Ambiental, Desenvolvimento Regional e Meio Ambiente, Philosophy of Praxis, Outdoor Learning, Aesthetic Experience, Meio Ambiente, Medio Ambiente, Outdoor Education and Learning, Gestão Ambiental, Pedagogia, Caracterizaciones ambientales, PSICOLOGIA AMBIENTAL, Pedagogie, Experiencia, Curriculum and Pedagogy, Benefits of Outdoor Learning, Critical Discourse Studies, Sociology of Education, Environmental Education, Teacher Education, Science Education, Environmental Psychology, Higher Education, Praxis, Critical Pedagogy, Educational Psychology, Environmental Studies, Educational Research, Learning and Teaching, Environmental History, Critical Thinking, Phenomenological Psychology, Phenomenology, Environmental Management, Everyday Aesthetics, Environmental Aesthetics, Pedagogy, Environmental Policy and Governance, Outdoor Education, Teacher Training, Phenomenology of the body, Aesthetics and Ethics, Aesthetics and Politics, Culturally relevant pedagogy, Environmental Sustainability, Research, Critical Thinking and Creativity, Phenomenology (Research Methodology), Phenomenology of the Body (Philosophy), Phenomenology of Space and Place, Phenomenology of Temporality, Immersion and Experience, Argumentation Theory and Critical Thinking, Interpretative Phenomenological Analysis, Outdoor Play and Learning, Social Pedagogy, Earth and Environmental Sciences, Educación, Pedagogía, Educación Ambiental, Experience, Educação Ambiental, Desenvolvimento Regional e Meio Ambiente, Philosophy of Praxis, Outdoor Learning, Aesthetic Experience, Meio Ambiente, Medio Ambiente, Outdoor Education and Learning, Gestão Ambiental, Pedagogia, Caracterizaciones ambientales, PSICOLOGIA AMBIENTAL, Pedagogie, Experiencia, Curriculum and Pedagogy, Benefits of Outdoor Learning