Educação Ambiental crítica ou conservadora? Elementos para uma reflexão crítica acerca do projeto ECOA

O presente artigo propõe a reflexão acerca de um projeto de Educação Ambiental realizado por um empreendimento siderúrgico na Zona Rural do município de São Luís-MA. A partir de levantamento bibliográfico e de páginas eletrônicas e de entrevistas com moradores "atendidos” pelo projeto, busca caracterizar tal projeto dentro dos marcos teóricos da contemporânea reflexão acerca da Educação Ambiental: ou seria movido por uma educação ambiental caracterizada como conservadora ou por uma educação ambiental crítica. A pesquisa conclui que o referido projeto compõe o primeiro grupo e, dentro do quadro de conflitos ambientais existentes nesta região, não contribui para o fortalecimento do processo de resistência das populações locais. Critical or conservative environmental education? Elements for a critical reflection on the ECOA project The present article proposes the reflection about an Environmental Education project carried out by a steel enterprise in the Rural Area of the municipality of São Luís-MA. From a bibliographical survey and electronic pages and interviews with residents "attended" by the project, it seeks to characterize such a project within the theoretical frameworks of the contemporary reflection on Environmental Education: or it would be moved by an environmental education characterized as conservative or by an education The study concludes that this project is the first group and, within the framework of environmental conflicts in this region, does not contribute to the strengthening of the resistance process of the local populations. Keywords: Critic Environmental Education, Conservative Environmental Education, ECOA, Resex de Tauá-Mirim.

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Os Riscos, a Vulnerabilidade Ambiental e o Estado Capitalista: a proposta de uma Educação Ambiental como ato político

REMEA - Revista Eletrônica do Mestrado em Educação Ambiental ◽

10.14295/remea.v34i3.7232 ◽

2017 ◽

Vol 34 (3) ◽

pp. 207-225

Author(s):

Leonardo Biage de Andrade ◽

Vicente Paulo Dos Santos Pinto

Keyword(s):

Environmental Education ◽

Present Article ◽

Physical Environment ◽

Historical Materialism ◽

Environmental Risks ◽

Critical Perspective ◽

Environmental Conflicts ◽

Role Of The State ◽

Sobre Todo

O presente artigo envolve para dentro do campo da educação ambiental outro campo social de disputas, que são os riscos ambientais, realçando conceitos importantes inerentes a ambos e buscando suas interfaces. Os riscos, sobretudo associados ao meio físico, que assolam, primordialmente, as camadas marginalizadas da população em áreas onde os conflitos socioambientais entre opressores e oprimidos se instalam. E se debruçando sobre a perspectiva crítica de educação ambiental e do materialismo histórico dialético para realçar o papel do Estado como (re)produtor das desigualdades e irradiante de discursos fatalistas inseparáveis do contexto neoliberal em voga. El presente articulo involucra dentro del campo de la educacion ambiental otro campo social de disputas, que son los riesgos ambientales, realzando conceptos importantes inerentes a ambos y buscando sus interfaces. Los riesgos, sobre todo asociados al medio fisico, que asolan, primordialmente, las capas marginadas de la población en áreas donde los conflictos socioambientales entre opresores y oprimidos se instalan. Y se inclinó sobre la perspectiva crítica de educación ambiental y del materialismo histórico dialéctico para realzar el papel del Estado como (re) productor de las desigualdades e irradiante de discursos fatalistas inseparables del contexto neoliberal en boga. The present article involves within the field of environmental education another social field of disputes, which are environmental risks, highlighting important concepts inherent to both and seeking their interfaces. Risks, especially associated with the physical environment, that primarily afflict the marginalized layers of the population in areas where the socio-environmental conflicts between oppressors and the oppressed settle. And focusing on the critical perspective of environmental education and dialectical historical materialism to highlight the role of the state as (re) producer of inequalities and radiant of fatalistic discourses inseparable from the neoliberal context in vogue.

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Tendências epistemológicas e metodológicas nas pesquisas em educação ambiental na América Latina: discutindo as produções Brasil-México

REMEA - Revista Eletrônica do Mestrado em Educação Ambiental ◽

10.14295/remea.v0i0.7195 ◽

2017 ◽

pp. 208-227

Author(s):

Vilmar Alves Pereira ◽

Michèle Sato ◽

Márcia Pereira da Silva

Keyword(s):

Environmental Education ◽

Key Words ◽

Present Article ◽

Hermeneutic Phenomenological ◽

America Latina

O presente artigo apresenta um estudo em que se reflete sobre os contextos das pesquisas em Educação Ambiental (EA), especialmente olhando para publicações brasileiras realizadas pela Revista Eletrônica do Mestrado em Educação Ambiental (REMEA) e, mexicanas apresentadas na revista JANDIEKUA. A análise destes periódicos apresentou-nos um panorama das principais tendências epistemológicas presentes nas pesquisas em EA em ambos os países. O estudo objetivou pensar como estas pesquisas têm contribuído para superação da perspectiva que separa o método da episteme. Para realização deste estudo tomou-se como base perspectiva apontada por GAMBOA (2007) sobre as tendências epistemológicas que compõem as pesquisas em educação. A compreensão do movimento presente nas pesquisas ocorreu através da leitura dos resumos, títulos e palavras- chave dos três exemplares da Revista Mexicana de Educación Ambiental- JANDIEKUA, correspondentes ao período de (2013 e 2014), e do período de 2015 e 2016 da REMEA A análise realizada apontou que as pesquisas no campo de Educação Ambiental encontram-se em sua maioria fundamentadas numa tendência empírico- analítica, porém observou-se um avanço em direção a uma crescente de presença nas pesquisas de uma perspectiva fundamentada na tendência hermenêutica-fenomenológica, especialmente na revista brasileira. The present article presents a study that reflects on the contexts of Environmental Education (EE) research, especially looking at Brazilian publications accomplished by Revista Eletrônica do Mestrado em Educação Ambiental (REMEA) and, Mexican publications presented in JANDIEKUA magazine. The analysis of these journals presented an overview of the main epistemological tendencies present in the research in EE in both countries. The study aimed to think how these researches have contributed to overcoming the perspective that separates the method from the episteme. For the accomplishment of this study it was taken as base perspective pointed out by GAMBOA (2007)) On the epistemological tendencies that compose the researches in education.. The understanding of the present movement in the researches occurred through the reading of the abstracts, titles and key words of the three copies of the Revista Mexicana de Educación Ambiental - JANDIEKUA, corresponding to the period of 2013 and 2014, and the period of 2015 and 2016 of REMEA The analysis showed that research in the field of Environmental Education is mostly based on an empirical-analytical tendency, but it was observed a progress towards a growing presence in the research from a perspective based on the hermeneutic-phenomenological tendency, Especially in the Brazilian magazine. El presente artículo presenta un estudio en que se reflexiona sobre los contenidos de las pesquisas en Educación Ambiental (EA), especialmente mirando para publicaciones brasileras realizadas por la “Revista Electrónica del Maestrando” en Educación Ambiental (REMEA) y, mejicanas presentadas en la revista JANDIEKUA. El análisis de estos periódicos nos presentó un panorama de las principales tendencias epistemológicas presentes en las pesquisas en EA en ambos países. El estudio tuvo como objetivo pensar como estas pesquisas han contribuido para la superación de la perspectiva que separa el método de la episteme. Para la realización de este estudio se tomó como base la perspectiva apuntada por GAMBOA (2007) sobre las tendencias epistemológicas que componen las pesquisas en educación. La comprensión del movimiento presente en las pesquisas ocurrió a través de la lectura de los resúmenes, títulos y palabras-llave de los tres ejemplares de la Revista Mejicana de Educación Ambiental JANDIEKUA correspondientes al periodo de (2013 y 2014), y del periodo de 2015 y 2016 de la REMEA. El análisis realizado apunto que las pesquisas en el campo de Educación Ambiental se encuentran en su mayoría fundamentadas en una tendencia empírico-analítica, no obstante se observó un avance en dirección a un crecimiento de la presencia en las pesquisas de una perspectiva fundamentada en la tendencia hermeneutica-fenomenologica, especialmente en la revista brasilera.

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A través de la pantalla: Infancias queer en la literatura argentina del nuevo milenio

Mistral | Journal of Latin American Women's Intellectual & Cultural History ◽

10.21827/mistral.2.38027 ◽

2021 ◽

Vol 1 (2) ◽

pp. 35-48

Author(s):

María José Punte

Keyword(s):

Present Article ◽

20Th Century ◽

21St Century ◽

Children’S Literature ◽

Argentine Literature ◽

Theoretical Frameworks ◽

Social Crisis ◽

Contemporary Writers ◽

Literatura Argentina ◽

Siglo Xx

Childhood is taken up time and again in Argentine literature of the first decades of the 21st century. These are novels that engage various forms of humor, from extreme satire to imposed naivety. This broad register serves to destabilize ideas established throughout the 20th century about the management of the lives of minors. Imaginaries formed by television have become part of several texts, together with what could be termed the “infant library”, that is to say, the children’s literature read by contemporary writers. Argentine narrative of the period accounts for the serious social crisis caused by the hegemony of neoliberalism, as well as its consequences on children’s lives, revealing the fissures in the discourses surrounding their rights. The present article examines these issues in relation to three recent novels: Quedate conmigo (2017) by I. Acevedo, La maldición de Jacinta Pichimahuida (2007) by Lucía Puenzo and Osos (2010) by Diego Vecchio. They will be addressed here within the theoretical frameworks offered by Kathryn B. Stockton in her book The Queer Child (2009). --- La infancia es retomada por la literatura escrita en Argentina durante las primeras décadas del siglo XXI en novelas que apuestan a diversas formas del humor. Desde la sátira extrema hasta una ingenuidad impostada, aparece un registro amplio que sirve para desestabilizar ideas fijadas a lo largo del siglo XX en lo relacionado con la administración de la vida de los menores de edad. Los imaginarios televisivos entran a formar parte de los textos fundiéndose con la “biblioteca infante”, es decir, con las lecturas que acompañaron las infancias de los y las escritoras contemporáneos. La narrativa argentina del período también da cuenta de la grave crisis social producida por la hegemonía del neoliberalismo, así como sus consecuencias en las vidas de las infancias, lo que tendió a mostrar las fisuras de los discursos en torno a sus derechos. Estas discusiones quedan registradas en las tres novelas—Quedate conmigo (2017) de I. Acevedo, La maldición de Jacinta Pichimahuida (2007) de Lucía Puenzo, Osos (2010) de Diego Vecchio—que serán abordadas aquí desde los marcos teóricos ofrecidos por la teoría queer, en particular por la propuesta de Kathryn B. Stockton.

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Pedagogical theories and the process of internalization of moral values

Acta Scientiarum Education ◽

10.4025/actascieduc.v43i1.49921 ◽

2021 ◽

Vol 43 ◽

pp. e49921

Author(s):

Juliana Santos Monteiro Vieira ◽

Dinamara Garcia Feldens

Keyword(s):

Present Article ◽

Friedrich Nietzsche ◽

Moral Values ◽

Primary Objective ◽

Status Quo ◽

Theoretical Frameworks ◽

State Culture ◽

The Status ◽

Pedagogical Discourses

The present article proposes to reflect on the process of internalization of moral values as the primary objective of Education, through historical and philosophical sources, analyzing, for this, theoretical frameworks of Pedagogy, such as: Comenius, Pestalozzi, Herbart and Durkheim. Our methodology was based on the bibliographic and authorial writings of these theorists and we try to question the logic established in pedagogical discourses, starting from the critic of moral values formulated by Friedrich Nietzsche, emphasizing aspects present in the referred theories and their reverberations in singularities and collectivities. The process of internalizing moral values had as its priority making education an instrument for the ordering of subjects, making it useful to the interests of state culture. It is understood that subjectivities are constituted inside and outside for the moral field and that the same is not alien or should be non-existent in school. However, it has been attempted to demonstrate in this article, how the moral field has been reduced to a process of disciplining and ordering, according to pre-determined models, virtues and values, which shows the limited pedagogical perspective in the vision of the moral field, which from its conception responds to interests and prioritizes the maintenance of the status quo.

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Introduction to China’s environmental education project

Environmental Education in China ◽

10.4337/9780857933508.00008 ◽

2014 ◽

pp. 1-15

Keyword(s):

Environmental Education ◽

Education Project

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Why not education for the environment?

Australian Journal of Environmental Education ◽

10.1017/s0814062600004602 ◽

1984 ◽

Vol 1 (1) ◽

pp. 11-13 ◽

Cited By ~ 21

Author(s):

I.M. Robottom

Keyword(s):

Environmental Education ◽

Curriculum Development ◽

Curriculum Materials ◽

Australian Curriculum ◽

Education Project ◽

National Conference ◽

Environment Education ◽

Australian Association

At the inaugural national conference of the Australian Association for Environmental Education in Adelaide (October, 1980), it was clear that multiple interpretations existed of the key descriptor ‘environmental education’. At that conference, at earlier international conferences (e.g., Tbilisi, 1977) and in recent Australian curriculum materials (e.g., The Curriculum Development Centre's (CDC's) Environmental Education Project), the terms education about the environment, education in the environment, and education for the environment were and have been used to capture the various interpretations of environmental education. An explication of these terms is offered in the Environmental Education Project (CDC, 1981), and in Fensham (1979).These terms seems to embrace the various facets to emerge in discourse about environmental education — they can, perhaps, be taken as representing the accepted dimensions of environmental education.

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