A educação ambiental na gestão de resíduos dos laboratórios da Fepagro/sede (Fundação Estadual De Pesquisa Agropecuária)

• Autor(a) principal: Bertolo, Fernanda de Oliveira de Andrade
• Data de Publicação: 2012
• Outros Autores: Martins, Adriana Ferreira, Link, Dionísio
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Monografias Ambientais
• Texto Completo: http://periodicos.ufsm.br/remoa/article/view/4277
• topic: Awareness; Educational process; Waste; Sensibilizar; Processo pedagógico; Rejeitos

Environmental Education is an ongoing process in which individuals and the community becomeaware of their environment, and acquires knowledge, values, skills, experience and ddetermination to make it able to act and solve environmental problems, in the present and in thefuture (UNESCO, 1987). This have with objective raise awareness for one a comprehensiveeducation, which proposes reach all citizens, through a continuous process and participatoryteaching that seeks to stimulate the person in a critical awareness of the problem theenvironment. The implementation of a management program waste is something that requires,first of all changes attitudes, and therefore, is an activity that brings results the medium and longterm, and requires feedback continuous. Hence the importance of human aspect because thesuccess of the program is strongly focused on changing attitudes of all stakeholders of thegenerating unit. The disclosure is essential to raise awareness and spread of ideas and attitudesthat sustain (Jardim, 1998). With this in mind, a survey was conducted through quantitativeinterview directed at members of FEPAGRO Labs / Headquarters, located in the municipality ofPorto Alegre / RS. Respondents of both sexes present distribution of age groups between 21 and60 years, however males presented members up close to 70 years. Of the five items askedrespondents referred to the demand for laboratory work, noted with 70.59% both internally andexternally, and only 23.53% as internal. The analysis performed by laboratories 29.41% indicatedChemistry and Physics, 23.53% Biological 17.65% as Physical and Biological and 5.88% for all andnone of the alternatives. All respondents agreed that have production of waste in theirlaboratories work, and these residues are solid and net 94.12%. The classification of waste wasproduced grouped by respondents on: metal, glass, plastics, organic and inorganic 35.30%, glass,plastics, organic and inorganic 23.53%, and 11.76% both for glass and plastics and inorganic andorganic and 5.88 % for plastics, organic and inorganic, as well as for organic and inorganic.Therefore, there is the importance of waste management since the laboratories produce andmiscellaneous debris analysis for various purposes. Although there is no specific legislation thatdeals with the final disposal of waste chemicals from the teaching and research, this should not beused as an excuse for the lack of management of these wastes (Jardim, 2009).