Revista GESTO-Debate

Ecotourism In Bonito (MS): Na Analysis Of Socioeconomic and Socioenvironmental Impact

2025-12-04T15:51:02+00:00

This article analyzes the socioeconomic and socio-environmental impacts of ecotourism in the municipality of Bonito, Mato Grosso do Sul, located in the Central-West region of Brazil. The research, of bibliographic nature, is based on authors such as Ruschmann, Lamoso & Lomba, Oliveira, and Camargo, as well as data from official institutions such as the Ministry of Tourism and IBGE. The study discusses the potential of ecotourism as an instrument of sustainable development, linking job and income generation to the conservation of local ecosystems. The results indicate that ecotourism has promoted significant economic transformations and contributed to the appreciation of local culture and environmental awareness. However, challenges such as the expansion of the agricultural frontier, pressure on conservation areas, and the need for effective public policies remain. It is concluded that balancing tourism growth with environmental preservation is essential to ensure the sustainability.

Desing of Learning Spaces: An Architectural Perspective

2025-05-04T22:45:49+00:00

This article explores the impact of architectural design in education spaces on the teaching and learning process, highlighting its relevance to academic performance, emotional well-being, and students’ social interaction. The objective is to analyze spaces and architectural design strategies that optimize learning and educational interaction. To achieve this, a documentary review was conducted, gathering 39 relevant documents indexed in Scopus, Scielo, and Dialnet. To ensure the quality and relevance of the sources, only documents from the last five years were considered. The results provided evidence that the proper design of educational spaces, including factors such as natural lighting, acoustics, flexibility, and connection with the environment, fosters student interaction, creativity, and well-being. The incorporation of new technologies and pedagogical approaches, such as neuroarchitecture, virtual reality, and project-based learning, facilitates a more personalized learning experience, enhancing students’ academic performance.

Desafios Enfrentados por Professores de Geografia na Aplicação de Atividades/Tarefas na Plataforma do Quizizz para Alunos com Tdah

2025-05-26T13:34:55+00:00

The article addresses characteristics and impacts of Attention Deficit Hyperactivity Disorder (ADHD), a disorder that can affect children and persist into adulthood. The research is characterized as having a qualitative-quantitative approach, based on an online questionnaire administered to Geography teachers in some public schools in Londrina-PR. In the school context, the text presents the functionalities of the Quizizz platform related to the Desafio Paraná project. The main objective is to identify the challenges for teachers in developing activities and tasks within the platform, with a focus on students with the disorder. The results reveal significant obstacles: the lack of specific training for educators and the inadequacy of the digital tools used. For Quizizz to be effective, it is essential to implement adapted pedagogical strategies with adequate support.

Políticas Educacionais Federais para Estudantes da Educação Especial na Perspectiva Inclusiva no Brasil

2025-06-12T13:51:17+00:00

This study aims to debate the provision of federal public educational policies to special education students. This is documentary and bibliographical research, whose analysis is qualitative. The methodology included the following organization: 1) phase of absence of policies and educational exclusion; 2) phase of welfare/educational segregation policies; 3) phase of educational integration policies; 4) inclusion policy phase. Among its conclusions, this research identified that federal policies have diversified in terms of their philosophical, scientific, and political foundations, etc., not being uniform and synchronous to meet the different specificities that characterize the special education public. Furthermore, current federal policies conflict regarding the joint action of special education in inclusive and specialized classes, as in the current organization of some education departments of federated entities.

Contributions of Mayumi Souza Lima’s Pedagogy of Space to the construction of the contemporary inclusive school

2025-06-12T13:47:30+00:00

This article discusses the importance of adapting environmental comfort for the Public of Special Education (PEE) in the regular education system. The study integrates the Pedagogy of Space, a playful and participatory methodology developed by Mayumi Watanabe Souza Lima, with the foundations of special and inclusive education, proposing a hybrid approach between school architecture and inclusion. The research is based on a documentary analysis that includes bibliography, reports from the architect-educator during her time at Conesp, and the pilot experience of E.E. João Kopke during the Military Dictatorship. As a theoretical study in progress, no practical application has been conducted yet, which is planned for a later stage. The conclusion is that Mayumi Souza Lima’s spatial approach can be a powerful tool for PEE inclusion, going beyond Multifunctional Resource Rooms (MRR) and reinforcing the role of the physical environment in inclusive education.

Ecopedagogía

2025-10-10T11:38:09+00:00

La ecopedagogía surge como un enfoque educativo crítico frente a las crisis socioambientales contemporáneas, proponiendo una concepción de enseñanza que trasciende la mera transmisión de conocimientos sobre el medio ambiente y avanza hacia la construcción de una conciencia planetaria. Basada en la pedagogía crítica de Paulo Freire (1994), la ecopedagogía problematiza las interconexiones entre los sistemas sociales, políticos, económicos y ecológicos, destacando que la degradación ambiental es inseparable de las estructuras de dominación y explotación características del capitalismo tardío (Gadotti, 2000). A diferencia de los enfoques tradicionales de la educación ambiental, que a menudo se limitan a acciones puntuales y prescriptivas, la ecopedagogía propone una educación emancipadora, orientada hacia la transformación social y ecológica. Sus principios orientan prácticas pedagógicas que fomentan el protagonismo de los estudiantes en la construcción de una relación sostenible y ética con la naturaleza. Sin embargo, este enfoque enfrenta desafíos teóricos y prácticos, especialmente en lo que respecta a la necesidad de un pensamiento más dialógico y pluralista, que contemple las perspectivas indígenas y de los pueblos tradicionales, frecuentemente marginadas en el discurso ecológico dominante (Gutiérrez & Prado, 1999). Se concluye que la ecopedagogía representa una alternativa epistemológica relevante en la construcción de una ciudadanía planetaria, comprometida con la justicia socioambiental y la sostenibilidad.

Sustainable Pedagogical Practices

2025-05-04T22:41:58+00:00

This study presents a sustainable pedagogical experience carried out in a public school with 5th-grade students, aiming to integrate environmental education into interdisciplinary learning. The activities included recycling workshops, a school garden, and the construction of toys with reusable materials, as well as field trips to observe local ecosystems. The results showed increased student engagement and understanding of sustainability, promoting changes in attitudes towards waste disposal and environmental preservation. Active student participation fostered meaningful learning and the development of socio-environmental skills. Furthermore, the inclusion of families in the process strengthened community awareness. It is concluded that the adoption of sustainable pedagogical practices should be expanded in the school environment, contributing to the formation of more responsible citizens committed to environmental preservation.