<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2182-8474</journal-id>
<journal-title><![CDATA[Sisyphus - Journal of Education]]></journal-title>
<abbrev-journal-title><![CDATA[Sisyphus]]></abbrev-journal-title>
<issn>2182-8474</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educação da Universidade de Lisboa]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-84742022000200100</article-id>
<article-id pub-id-type="doi">10.25749/sis.25512</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Contribuições do Role-Play na Educação Ambiental para a Formação Integral]]></article-title>
<article-title xml:lang="en"><![CDATA[Contributions of Role-play in Environmental Education to Integral Education]]></article-title>
<article-title xml:lang="es"><![CDATA[Contribuciones del Role-Play en Educación Ambiental para la Formación Integral]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Diniz]]></surname>
<given-names><![CDATA[Thaisa Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calefi]]></surname>
<given-names><![CDATA[Paulo Sérgio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia de São Paulo Câmpus Sertãozinho Mestrado Profissional em Educação Profissional e Tecnológica em Rede Nacional]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia de São Paulo Câmpus Sertãozinho Mestrado Profissional em Educação Profissional e Tecnológica em Rede Nacional]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>10</volume>
<numero>1</numero>
<fpage>100</fpage>
<lpage>126</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-84742022000200100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-84742022000200100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-84742022000200100&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como objetivo apresentar e discutir as contribuições da utilização do role-play, do inglês jogo de papéis, na introdução de assuntos da Educação Ambiental para a promoção da formação crítica e reflexiva. Para tanto, foi elaborada uma atividade de simulação de Assembleia Escolar e aplicada com nove estudantes do Ensino Médio e do Ensino Superior, matriculados em uma unidade do Instituto Federal de Educação, Ciência e Tecnologia de São Paulo (IFSP), locus da pesquisa, para discutir sobre o descarte de resíduos sólidos e a relação entre produção, consumo e sociedade. Foi realizada uma investigação qualitativa com características da pesquisa-ação. Para a coleta dos dados utilizou-se a observação participante, gravações dos encontros e análise das propostas elaboradas pelos sujeitos da pesquisa. Os dados foram analisados com base na análise de prosa e os resultados sugerem que a utilização do role-play contribui para a formação integral ao estimular o pensamento crítico e reflexivo, a argumentação e o respeito pela opinião do colega.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to present and discuss the contributions of the use of role-play in the introduction of Environmental Education issues for the promotion of critical and reflexive education. For this purpose, a School Assembly simulation activity was developed and applied to nine students from High School and College Education enrolled in the IFSP (Instituto Federal de Educação, Ciência e Tecnologia de São Paulo) unit, search locus, to discuss the disposal of solid waste and the relationship between production, consumption and society. A qualitative investigation was conducted with action research characteristics. For data collection, participant observation, recording of the meetings and analysis of the proposals elaborated by research subjects were used. These data were analysed based on prose analysis and the results suggest that the use of role-play contributes to integral education by encouraging critical and reflective thinking, argumentation and respect for other colleagues&#8217; opinions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivo presentar y discutir los aportes del uso del role-play, desde el juego de rol inglés, en la introducción de temas de Educación Ambiental para la promoción de la formación crítica y reflexiva. Para eso, se elaboró y aplicó una actividad de simulación de Asamblea Escolar con nueve estudiantes de Enseñanza Media y Superior, matriculados en una unidad del Instituto Federal de Educação, Ciência e Tecnologia de São Paulo (IFSP), locus de la investigación, para discutir la disposición de residuos sólidos y la relación entre producción, consumo y sociedad. Se realizó una investigación cualitativa con características de la investigación-acción. Para la recolección de datos se utilizó la observación participante, grabaciones de las reuniones y análisis de las propuestas elaboradas por los sujetos de investigación. Los datos fueron analizados en base al análisis en prosa y los resultados sugieren que el uso del role-play contribuye a la formación integral al fomentar el pensamiento crítico y reflexivo, la argumentación y el respeto por la opinión de los pares.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[role-play]]></kwd>
<kwd lng="pt"><![CDATA[educação ambiental]]></kwd>
<kwd lng="pt"><![CDATA[formação integral]]></kwd>
<kwd lng="pt"><![CDATA[assembleia escolar]]></kwd>
<kwd lng="pt"><![CDATA[educação profissional e tecnológica]]></kwd>
<kwd lng="en"><![CDATA[role-play]]></kwd>
<kwd lng="en"><![CDATA[environmental education]]></kwd>
<kwd lng="en"><![CDATA[integral education]]></kwd>
<kwd lng="en"><![CDATA[school assembly]]></kwd>
<kwd lng="en"><![CDATA[professional and technological education]]></kwd>
<kwd lng="es"><![CDATA[role-play]]></kwd>
<kwd lng="es"><![CDATA[educación ambiental]]></kwd>
<kwd lng="es"><![CDATA[formación integral]]></kwd>
<kwd lng="es"><![CDATA[asamblea escolar]]></kwd>
<kwd lng="es"><![CDATA[educación profesional y tecnológica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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