Use this link to cite:
http://hdl.handle.net/2183/5035 A visión psicodélica dos equipamentos para a Educación Ambiental
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Authors
Escudero Bocos, Clotilde
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Bibliographic citation
Ambientalmente Sustentable 2007, 3: 77-87 ISSN: 1887-2417
Type of academic work
Academic degree
Abstract
[Resumo] O artigo presenta unha caracterización dos equipamentos para a educación ambiental
no Estado español, a partir dos datos do rexistro voluntario que dende o ano 1994 está
a elaborar o Centro Nacional de Educación Ambiental CENEAM e que se divulga a
través da Guía de Recursos. Os datos mostran que existen motivos para ser optimistas
(numero de equipamentos, abano de destinatarios, recursos e procesos para definir a
calidade), para o desconcerto (debate sobre tipoloxías e a carencia de regulamento) e
tamén para o desánimo (ratio educadores/persoas usuarias, actualización das temáticas
ou situación laboral)
[Abstract] This essay describes the facilities available for environmental education in the Spanish state, according to the data provided by the voluntary register kept since 1994 by the National Centre for Environmental Education (Centro Nacional de Educación Ambiental, CENEAM), made public through its Resource Guide (Guía de Recursos). The data shows that there are reasons to be optimistic (the number of facilities, the range of target audiences, the resources and processes available to define quality); reasons to be confused (the debate over typologies and the lack of regulations), and also reasons to be discouraged (the educator/user ratio, the updating of subject areas, or the working conditions).
[Abstract] This essay describes the facilities available for environmental education in the Spanish state, according to the data provided by the voluntary register kept since 1994 by the National Centre for Environmental Education (Centro Nacional de Educación Ambiental, CENEAM), made public through its Resource Guide (Guía de Recursos). The data shows that there are reasons to be optimistic (the number of facilities, the range of target audiences, the resources and processes available to define quality); reasons to be confused (the debate over typologies and the lack of regulations), and also reasons to be discouraged (the educator/user ratio, the updating of subject areas, or the working conditions).