Artigos
URI permanente para esta coleçãohttps://rigalileo.itegam.org.br/handle/123456789/5
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Item Educação Ambiental como Instrumento de Empoderamento e Garantia dos Direitos Humanos das Comunidades Tradicionais no Estado do Amazonas(Instituto de Tecnologia e Educação Galileo da Amazônia, 2024) FERREIRA JUNIOR, Edinaldo Inocêncio NASCIMENTO, Manoel Henrique Reis; NASCIMENTO, Manoel Henrique ReisThis article highlights the role of environmental education in empowering and ensuring the human rights of traditional communities in the state of Amazonas (Brazil). Through literature review and analysis of secondary data, the importance of raising awareness, promoting participation, and defending the human rights of these communities is emphasized, considering the intrinsic relationship between the environment and human rights. Environmental education fosters the active involvement of communities in environmental management and the protection of their rights. The study emphasizes the need for concrete actions to promote socio-environmental sustainability and respect for human rights in the Amazonas region, while valuing traditional culture and knowledge.Item PROMOVENDO DESENVOLVIMENTO E CONSCIENTIZAÇÃO AMBIENTAL EM CRIANÇAS COM DEFICIÊNCIA: UMA ABORDAGEM COM EDUCAÇÃO FÍSICA ADAPTADA E LÓGICA FUZZY(Instituto de Tecnologia e Educação Galileo da Amazônia, 2024) BEZERRA, Igor Felipe Oliveira; CAMPOS, Paola Souto; BRITO JUNIOR, Jorge de Almeida; LEITE, Jandecy CabralThis study aimed to develop a fuzzy logic model to assess the impact of interventions in Adapted Physical Education and Environmental Education on the development of children with disabilities, covering physical, cognitive, and environmental awareness aspects. The research sought to transcend conventional evaluation approaches by implementing scenario simulations that mimic real conditions and incorporating variables such as motor coordination and understanding of environmental concepts. The interventions were evaluated using fuzzy rules to measure the impacts on various dimensions of development. Although the model was not applied in a practical context with children, validation tests suggest its future applicability in practical studies. The results indicate that integrated and balanced interventions can effectively improve both physical and cognitive development. The use of fuzzy logic proved to be a robust tool for detailed progress assessment, indicating that the developed model can significantly contribute to inclusive pedagogical practices and guide educational policies aimed at the needs of children with disabilities, reinforcing the importance of sustainability in environmental education.