Conductas prosostenibilidad y percepciones del estudiantado adolescente sobre prácticas parentales y valores familiares / Pro-sustainability behaviors and perceptions of adolescent students about parenting practices and family values

Resumen La familia juega un papel fundamental tanto en la socialización como en la configuración de valores en menores y adolescentes. Esta investigación estudia las percepciones del estudiantado adolescente sobre prácticas parentales y valores familiares e identifica las conductas prosostenibilidad de dicho estudiantado en una triple perspectiva: reducir, reutilizar y reciclar (3R). La población diana es el estudiantado de bachillerato de la ciudad de Cuenca (Ecuador). El análisis de datos incluye: comparación de medias, coeficiente de correlación r de Pearson y regresión lineal simple. Los resultados señalan que las mujeres y los varones adolescentes del estudio perciben un elevado apoyo parental a su autonomía y que las madres conceden mayor importancia al valor de ayuda a los demás. Adicionalmente, un alto porcentaje de los sujetos realizan al menos una acción de las 3R. Se concluye que la muestra percibe a la familia como un agente impulsor de su desarrollo como sujetos autónomos, un factor prometedor para la integración de valores y el desarrollo de competencias para la sostenibilidad; sin embargo, reconoce que la escuela es donde se fragua su compromiso con un futuro sostenible con más intensidad.

Abstract The family plays a fundamental role both in socialization and in the configuration of values in minors and adolescents; including those related to environmental care. In keeping with this premise, Unicef (2018) announced that the sustainable development of the planet requires counting on families; it pointed them out as essential collaborators of governments for the quality of life of future generations. Considered a natural and elemental unit of all modern societies and an educational agent of the first order for the development and psychosocial adjustment of its members, the family is also a primary socialization agent (Fontana-Abad, Gil y Reyero, 2013). It plays a key role in the internalization of prosocial values, such as self-transcendence (care and universalism) and conservation (conformity, safety, and tradition); values ​​closely related to pro-environmental behaviors (Barrera-Hernández, Sotelo, Echeverría y Tapia, 2020). Following this line, this research studies the perceptions that adolescents have about family values, parental support for autonomy, and environmental care practices, according to the 3R rule, in a triple perspective: reduce, reuse, and recycle. It uses a quantitative, descriptive, and relational methodology. The target population was high school adolescents from the city of Cuenca (Ecuador). The sample was made up of 122 adolescents which attended three schools: one private educational unit (36.1 %) and two public (27.9 % and 36.1 %). Of the respondents, 38.8 % were female and 61.2 % were male, and they all were between 15 and 19 years old (M = 16.4; SD = 1.2); 27 % were in their first year of high school (15-17 years), 44.3 % were in their second year of high school (16-18 years) and the 28.7 % were in their third year (17-19 years). Data analysis includes comparison of means, Pearson's r correlation coefficient and simple linear regression. The results indicate that a high percentage of the adolescents in the study carry out at least one of the following environmental care actions (these are organized from highest to lowest frequency): saving water and electricity consumption, using garbage cans, reusing bottles, separating garbage, and participating in actions in favor of environment. Likewise, it is detected that they perceive family as a driving agent for their development as autonomous subjects, and a promising factor for the process of integration of values ​​and the development of competencies for caring for the environment; however, they still recognize the school as the place where their commitment to a sustainable future is most intensely forged. Additionally, the adolescents in the study perceive a high parental support for their autonomy and, likewise, that mothers attach greater importance to the value of helping others, a central axis in the ethics of care that characterizes the paradigm of sustainability. This research corroborated, once again, the ONU's (2015) position when it indicates that the family is a main agent of change for sustainability, with a decisive influence on the preservation of life and ecosystems. It endorses the relevance of promoting educational strategies that promote family-school relations in order to enhance the role of the former in the acquisition of pro-environmental values ​​and, ultimately, its collaboration in the quality of formal education aimed at sustainability. With these results, a path is opened to improve the knowledge on the parental role in relation to the promotion of behaviors of environmental care (pro-sustainability), within the framework of adolescents' and young people's formal education.

A percepção ambiental dos estudantes do ensino médio sobre o cuidado com a sala de aula / High school students' environmental perception about the care with the classroom

A necessidade de destacar o ambiente como elemento envolvido no processo de aprendizagem e formação humana motivou o presente estudo, que teve como objetivo analisar a percepção dos alunos frente às práticas de cuidado com a sala de aula. Para tanto, contou-se com a participação de 90 estudantes do primeiro ano do ensino médio da rede pública de ensino da cidade de João Pessoa-PB, sendo a maioria do sexo feminino (53,3%), com idades variando entre 14 e 19 anos (m=16,01; dp=1,16). Os participantes responderam a um livreto composto de quatro blocos para as respostas das associações livres de palavras solicitadas para a técnica das Redes Semânticas Naturais (RSN) e de um questionário sociodemográfico. As análises das respostas obtidas foram feitas em uma folha adaptada de cálculo, em planilha Excel. As palavras que emergiram das RSN indicaram uma percepção adequada dos termos cuidado ambiental e sala de aula. Conclui-se que a pesquisa desenvolvida agregou elementos úteis para a compreensão e definição do cuidado com a sala de aula. Indicadores úteis para o planejamento de projetos focados na promoção da noção de responsabilidade com a manutenção da qualidade dos espaços de aprendizagem e comportamento de cuidado ambiental; entendendo esses como contribuintes do processo de aprendizagem e desenvolvimento humano, com foco na construção de um sujeito ecológico, proposta vinculada à aprendizagem significativa.

The need for considering the environment as an element involved in the process of learning and human development motivated the present study that aimed to analyze students' perception of practices of care with the classroom. A total of 90 high school students in the city of João Pessoa-PB took part in the study, most were females (53.3%), aged 14 to 19 years (m = 16.01; dp = 1.16). The participants answered a booklet composed of four blocks for the answers to the free associations of words used for the technique of Natural Semantic Networks-NSN and a sociodemographic questionnaire. The analyzes of the answers obtained were carried out in an adapted calculation sheet, created in an Excel spreadsheet. The words that emerged from the NSN indicated an adequate perception of the terms environmental care and classroom. It is concluded that the research developed added useful elements for the understanding and definition of care with the classroom. They are, therefore, considered as indicators for the planning of projects focused on promoting the notion of responsibility for maintaining the quality of learning spaces. Although there were limitations, the present study contributes to the debate of the process of human learning and development, having focused on the construction of an ecological subject, a proposal that is linked to meaningful learning.

Cuidado ambiental e responsabilidade: possível diálogo entre Psicologia Ambiental e logoterapia / Environmental care and responsibility: possible dialogue between environmental psychology and logotherapy / Cuidado del medio ambiente y la responsabilidad: posible diá logo entre la psicología ambiental y logoterapia

O cuidado ambiental vem sendo marcado pela tônica da conservação e da promoção da sustentabilidade. A premente necessidade de um dado compromisso e educação ambiental e de condutas pró-ambientais vem sendo defendida em vários contextos: na mídia, nas políticas públicas, por meio de campanhas sazonais. Todavia, pouco se descreve acerca do sentido presente nos modos de cuidado configurados a partir da inter-relação pessoa-ambiente. Nesta perspectiva, este estudo objetivou promover um possível diálogo a partir das contribuições da PsicologiaAmbiental e da Logoterapia visando aproximar a noção de cuidado ambiental, delineada pela Psicologia Ambiental, à ideia de responsabilidade, como defendida pela Logoterapia, por meio de uma revisão bibliográfica. As articulações propositadas corroboraram,portanto, para acenar que a relação pessoa-ambiente pode ser arraigada em qualidade se a responsabilidade é reconhecida em sua propriedade de potencial humano, o que pode favorecer na emergência do sentido das atitudes e condutas pró-ambientais e explicitar o caráter de tarefa única e irrepetível inerente à vida.

Environmental care has been marked by the tonic of the conservation and promoting sustainability. The pressing need for a given commitment and environmental education and pro-environment behavior has been advocated in various contexts: in the media, in public policies, through seasonal campaigns. However, little is described about this sense in the modes of care configured from the interrelationship person-environment. In this perspective, this study aimed to promote a possible dialogue through the contributions of Environmental Psychology and Logotherapy in order to approach the concept of environmental care, outlined by the Environmental Psychology, the idea of responsibility, as advocated by Logotherapy, through a bibliographical review. The joints purposeful corroborated therefore to wave the relationship person-environment can be rooted in quality if the liability is recognized in its human potential of property, which can encourage the emergence of a attitudes and conduct pro-environmental behavior and explain the task unique and unrepeatable character inherent to life.

El cuidado del medio ambiente ha estado marcado por la tónica de la conservación y promoción de la sostenibilidad. La urgente necesidad de un compromiso, y de la educación ambiental y el comportamiento pro-ambiental, se ha defendido en varios contextos: en los medios de comunicación, en las políticas públicas, por intermedio de campañas sazonáis. Sin embargo, poco se describe acerca de este sentido en los modos de atención establecidos por la interrelación persona-ambiente. En esta perspectiva, este estudio tuvo como objetivo promover un diálogo posible por medio de las aportaciones de la Psicología Ambiental y la Logoterapia acercando lo cuidado del medio ambiente, como presentado por la Psicología Ambiental, a la responsabilidad, como defiende la Logoterapia, por medio de una revisión de la literatura. Las articulaciones hay corroborado, por lo tanto, a indicar que la relación persona-medio ambiente puede tener sus raíces en la calidad si la responsabilidad es reconocida en su propiedad de potencial humano, lo que puede favorecer la emergencia del sentido de las actitudes y comportamiento pro-ambiental y explicar el carácter de tarea único e irrepetible inherente a la vida.

Autoavaliação e percepção social do compromisso pró-ecológico: medidas psicológicas e de senso comum / Self-assessment and social perception of pro-environmental commitment: psychological and common sense measures

Resumo Investigações psicológicas sobre compromisso pró-ecológico (CPE) tipicamente utilizam escalas desenvolvidas para avaliar o quanto as pessoas se interessam pelo meio ambiente, porém, tais resultados nem sempre são bem compreendidos por profissionais de outras áreas de interface, como os educadores ambientais. Apresentamos dois estudos (N1 = 380; N2 = 205) cujo objetivo foi comparar a autopercepção com a percepção social do CPE. Os participantes realizaram avaliações: de seu próprio CPE, por meio de escalas psicológicas e autorrelatos sobre a prática de cuidado ambiental; e também do CPE de colegas que estudavam na mesma turma, frequentando as mesmas aulas. Observamos correspondência entre a percepção autorrelatada do CPE e a social, realizada pelos pares. A percepção social foi claramente mais expressiva entre os dois indicadores do senso comum do que entre escalas e senso comum, evidenciando a necessidade de mais estudos sobre o tema.

Abstract Psychological research on environmental commitment (EC) typically uses scales developed to assess people's concern for environmental issues. However, the results are not always well understood by professionals of related areas, as in the case of environmental educators. We present two studies (N1 = 380; N2 = 205), whose objective was to compare the self-perception of EC to its social perception. Participants evaluated their own EC, by means of psychological scales and self-reports of their own practice of environmental care. They also evaluated the EC of colleagues who had been studying in the same class. We have found correspondence between EC's self-perception and the social variety, reported by the peers. The social perception was clearly more expressive between both common sense indicators than between psychological scales and common sense, emphasizing the need for more studies on the theme.