scholarly journals Uma proposta de diálogo entre Paulo Freire e a Educação Ambiental CríticaA dialogue proposal between Paulo Freire and the Critical Environmental EducationUna propuesta de diálogo entre Paulo Freire y la Educación Ambiental

2018 ◽  
pp. 239-252
Author(s):  
Heloísa Giron ◽  
José Luís Schifino Ferraro
Keyword(s):  
Environmental Education ◽  
Paulo Freire ◽  
Human Being ◽  
Present Essay

A(s) visão(ões) de meio ambiente tem um papel central na formulação de práticas de Educação Ambiental (EA). Estas implicam diretamente na concepção de ser humano que se deseja formar. A partir destas, é possível estabelecer que tipo de relação entre humanidade e natureza propõe-se fomentar em suas práticas. Assim, o presente ensaio se propõe a discutir as relações entre o conceito antropológico de cultura e as características da consciência crítica, propostos por Paulo Freire, com a visão socioambiental de natureza e a atitude ecológica, discutidos por Isabel Carvalho. Tem-se, com isso, o intuito de estabelecer relações entre a práxis de Freire e uma proposta de EA crítica. The vision(s) of the environment has a central role in the formulation of Environmental Education (EA) practices. These directly imply the conception of human being that it wishes to form. From these, it is possible to establish what kind of relationship between humanity and nature EA practices propose to foster. Thus, the present essay proposes to discuss the relations between the anthropological concept of culture and the characteristics of the critical conscience, proposed by Paulo Freire, with the socioenvironmental vision of nature and the ecological attitude, discussed by Isabel Carvalho. The aim is to establish relations between Freire's praxis and a critical EA proposal. La(s) visión(es) del medio ambiente tienen un rol central en las formulaciones de prácticas en Educación Ambiental (EA). Estas están directamente implicadas en la comprensión de ser humano que se desea formar. A partir de ellas, es posible establecer cuál es el tipo de relación entre la humanidad y la naturaleza se propone a fomentar en sus prácticas. En este sentido, este ensayo se propone a debatir las relaciones entre el concepto antropológico de cultura y las características de la consciencia crítica, postulados por Paulo Freire, con la visión socio-ambiental de naturaleza y la actitud ecológica, debatidos por Isabel Carvalho. Desea-se, así, establecer relaciones entre la praxis de Freire y una propuesta de EA crítica.

scholarly journals Pendidikan Pembebasan : Telaah Terhadap Pemikiran Paulo Freire

2020 ◽  
Author(s):  
muh. idris
Keyword(s):  
Paulo Freire ◽  
Human Being ◽  
The Real ◽  
Outdoor Condition ◽  
Formal Institution ◽  
Human Individual ◽  
Education Today ◽  
The Absolute ◽  
Formal School

Nowadays, education tends to ignore the value of human being which consists of the liberation. The liberation value in human individual is taken by another person who yells out democracy. We can find the real fact in reality where one person takes another person’s right through an institution with democracy and quality reasons. An education scientist, Paulo Freire, gives an illustration that education today through formal institution makes robot in human who work as mechanic machine, where their independent to act and express the ideas is limited. In simple way, Freire points out that, “The absolute consistency will make life becomes worthless, discolor, and cannot be felt experience.” Based on the statement above, Freire has deschooling concept, the concept of study without schooling. It’s because the study can be done out of the formal school even in outdoor condition.

Crippling Crutches

2020 ◽  
Vol 32 (2) ◽  
pp. 306-320
Author(s):  
Thomas Thoelen
Keyword(s):  
Human Being ◽  
Present Essay ◽  
Critical Attention ◽  
Linguistic Conventions

Abstract While the bicycle in Samuel Beckett’s Molloy has received considerable critical attention, the crutches have largely eluded attention. The present essay examines, accordingly, in what ways the crutches are not simply a means for Molloy to compensate for his stiff leg(s) but might be said to constitute his very ‘end’ in the double sense of the word: his death as a human being and his function or purpose as a technical being, as a body of linguistic conventions working to create the illusion of a human being.

scholarly journals A crise climática, a onda conservadora e a Educação Ambiental: desafios e alternativas aos novos contextos

2017 ◽  
pp. 40-54
Author(s):  
Gustavo Ferreira da Costa Lima
Keyword(s):  
Environmental Education ◽  
Political Ecology ◽  
Complexity Theory ◽  
Project Based Learning ◽  
Historical Time ◽  
Neoliberal Globalization ◽  
Global Issues ◽  
Present Essay ◽  
Environmental Educators ◽  
Climate Crisis

O presente ensaio objetivou discutir questões globais prevalentes na contemporaneidade, como elas afetam o ambiente e a educação ambiental e que alternativas educadores e ambientalistas dispõem para responder a tais ameaças. Elegeu como questões globais a crise climática, a globalização neoliberal e a aceleração temporal da história. Para cumprir seu objetivo dialoga com a literatura que envolve os problemas considerados, com a Ecologia Política, o Pensamento da Complexidade e a Educação Ambiental Crítica. Conclui que, apesar dos desafios, os educadores ambientais têm recursos político-pedagógicos para resistir que passam pela mobilização da sociedade civil, pela redemocratização do Estado e pela promoção da participação social. Pedagogicamente é possível cultivar uma educação autonomista que se relacione com o mundo extraescolar e com o exercício da pedagogia de projetos. The present essay aimed to discuss global issues raised in contemporaneity, how they affects the environment and environmental education and what alternatives educators and environmentalists have to answer to such threats. As global issues, the study chose the climate crisis, neoliberal globalization and historical time acceleration. To achieve this objective it dialogues with fields of knowledge involved, with Political ecology, Complexity theory and Critical environmental education. It concludes that, despite the challenges, environmental educators have political pedagogical resources to resist such as mobilizing civil society, redemocratization of the State and the promotion of social participation. Pedagogically, it is possible to cultivate an autonomist education that relates to non-school world and with the exercise of project-based learning.

scholarly journals By neglecting George Perkins Marsh, we only have Paulo Freire’s utopia

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Ivan Fortunato
Keyword(s):  
Environmental Education ◽  
Human Life ◽  
Paulo Freire ◽  
Environmental Issues ◽  
Environmental Problems ◽  
Industrial Capitalism ◽  
Man And Nature ◽  
Global Agenda

This paper seeks to demonstrate that the environmental issues were pointed out by George Perkins Marsh at least one hundred years before it become a part of the global agenda in the 1970s. As per our research we can we can clearly state that the negligence given to his book “Man and Nature”, in which he has proven that aggression to nature meant aggression to human life, became responsible for the serious environmental problems that we have today. If a return in time is unlikely to prevent industrial capitalism from following its rite of destruction-production-oppression-consumption all we have is the hope that all of this can be mitigated in some way. We bet on environmental education, mainly mediated by hope and utopia very well outlined by the patron of Brazilian education, Paulo Freire. This article is an essay in which we weave together neglect with hope.

The Philosopher's Vocation: The Voegelinian Paradigm

2009 ◽  
Vol 71 (1) ◽  
pp. 54-67
Author(s):  
Ellis Sandoz
Keyword(s):  
Academic Profession ◽  
Human Being ◽  
Faith And Reason ◽  
Present Essay ◽  
Eric Voegelin ◽  
To Come

AbstractThe philosopher is first and foremost a human being whose humanity must be served by his academic profession if it is not to be irremediably pretentious, farcical, and corrupt. This is the Voegelinian paradigm. The present essay argues that anybody who is seriously interested in understanding Eric Voegelin as he understood himself is obliged to come to grips with the issues evoked by the perspectives this statement suggests. It is further argued that several general consequences follow: (a) underlining the loving tension toward divine Reality in open existence as central; (b) abandoning doctrinal fixation of separating faith and reason as supernatural and natural, respectively; (c) discarding as egophany the arrogant pretense of autonomous reason as its originator in self-sufficient human speculators; and (d) constantly remembering that devotion to the discipline and conventions of inquiry and of society must ever defer to devotion to the truth of existence.

GAGASAN PEMIKIRAN HUMANISTIK DALAM PENDIDIKAN (Perbandingan Pemikiran Naquib al-Attas Dengan Paulo Freire)

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Khusnul Mualim
Keyword(s):  
Paulo Freire ◽  
Islamic Education ◽  
Humanistic Psychology ◽  
Human Potential ◽  
Primary Data ◽  
Human Being ◽  
Humanistic Education ◽  
The Difference ◽  
The Individual ◽  
Individual Human

Humanistic thought in education has always been interesting to be discussed. As between two figures who discuss humanistic education is Naquib al-Attas and Paulo Freire. The purpose of doing research is the study of humanistic thought from the second related about: (1) the meaning of humanistic psychology in education; (2) the thought of humanistic Naquib al-Attas and Paulo Freire; (3) the Humanistic Education in Islam; and (4) Seeking similarities and differences of humanistic thought both figures in the context of Islamic education. A research method in this research is qualitative research. The collection of data in this study using the method of documentation. Data analysis was done by providing a hidden meaning to the data that was successfully collected based on primary data. The technique of the validity of the data by triangulation. Based on the results of research conducted, the following conclusions were obtained: (1) the Humanistic in Islamic education is a process of education that paying more attention to aspects of human potential as being given a chance by the Almighty God to develop the potential in themselves;  (2) the MenurutNaquib al-Attas, humanistic religious concept puts human being having regard to responsibility. Meanwhile, according to Paulo Freire, humanistic is the concept of giving freedom to the individual human being; (3) the Humanistic Education in Islam is an effort of the embodiment or manifestation of the self in the world of Islamic education; (4) the equation of the theory of both figures are located on its object, the man. While the difference is based on human concepts, goals, and values.

Duas perspectivas sobre o professor no pensamento de Kierkegaard

2018 ◽  
Vol 11 (1) ◽  
pp. 175-196
Author(s):  
Humberto Araújo Quaglio de Souza
Keyword(s):  
Teacher Knowledge ◽  
Soren Kierkegaard ◽  
Paulo Freire ◽  
Sao Paulo ◽  
Human Being ◽  
São Paulo ◽  
Princeton University ◽  
Greek Philosopher ◽  
Student Relationship

Resumo: Na obra de Kierkegaard, podem ser identificados dois sentidos diversos para o termo professor. Em um sentido substancial, nenhum ser humano pode ser professor de outro. Contudo, em um sentido formal fortemente inspirado pela figura do filósofo grego Sócrates, um ser humano pode estabelecer com outro uma relação de professor e aluno. Este artigo pretende refletir sobre essas duas diferentes concepções kierkegaardianas de professor, com especial ênfase na atividade daqueles que, em sentido formal, dedicam-se à tarefa de ensinar. Palavras-chave: Professor. Conhecimento. Verdade. Ensino. Abstract: In Kierkegaard’s writings, two meanings for the Word teacher can be found. In a substantial sense, no human being can be a teacher to another one. However, in a formal sense heavily inspired by the Greek philosopher Socrates, a human being can establish a teacher and student relationship to another one. This paper intends to present a reflection about these two different Kierkegaardian conceptions of teacher, with a special emphasis on the activity of those who, in the formal sense, dedicate themselves to the task of teaching. Keywords: Teacher. Knowledge. Truth. Teaching. REFERÊNCIASALMEIDA, Jorge Miranda de. A educação em Kierkegaard e Paulo Freire: por uma educação ético-existencial. Vitória da Conquista: Edições UESB, 2013.BIBELEN. Copenhague: Det Dansk Bibelselskab, 2004.BIBLIA SACRA Vulgata. Barueri: Sociedade Bíblica do Brasil; Stuttgart: Deutsche Bibelgesellschaft, 2007.JAEGER, Werner. Paideia: A formação do homem grego. São Paulo: Martins Fontes, 2013.KIERKEGAARD, Søren. Ponto de vista explicativo da minha obra como escritor. Lisboa: edições 70, 1986._______. Philosophical Fragments; Johannes Climacus. Princeton: Princeton University Press, 1987._______. Migalhas filosóficas ou um bocadinho de filosofia de João Clímacus. 2 ed. Petrópolis: Vozes, 2008._______. O conceito de angústia. Petrópolis: Vozes, 2010.KIERKEGAARD, Søren. Pós-escrito às migalhas filosóficas, v. I. Bragança Paulista: Editora Universitária São Francisco; Petrópolis: Vozes, 2013.PLATONE. Tutti gli scritti. Milão: Bompiani, 2008.STEWART, Jon. Søren Kierkegaard: Subjetividade, ironia e a crise da modernidade. Petrópolis: Vozes, 2017.

Environmental Education in Brazil and the Influence of Paulo Freire

2020 ◽  
Author(s):  
Marcos Reigota
Keyword(s):  
Environmental Education ◽  
Latin American ◽  
Paulo Freire ◽  
Pedagogical Practices ◽  
The Political ◽  
Political Movement ◽  
Political Dimension ◽  
Political Processes ◽  
The World ◽  
Freirean Pedagogy

In Brazil and around the world, the ideas of Paulo Freire have impacted the field of environmental education, at least since the 1970s. It is possible to observe and associate the influence of Paulo Freire, when environmental education emphasizes the political dimension of any and all pedagogic activity, as he so emphatically stated. Another central aspect of Freirean influence relates in particular to the objective that environmental education should make “participation” possible, as advocated by the first documents produced and disseminated by UNESCO. Although the topic of environmentalism, in its best-known sense and definition of the protection of nature and natural resources, was not initially at the core of his pedagogical thinking, a strong concern with the theme can be seen traversing his work in the 1990s. In this sense, the international academic institutionalization of environmental education and the support that this pedagogic and political movement received after the United Nations Conference on Environment and Development, held in Rio de Janeiro in 1992, was crucial for consolidation by means of public policies and projects elaborated by NGOs as well as by the theoretical production and curricular changes that took place in universities around the world, with different thematic priorities, theoretical and methodological focuses, and impact on the population and on the natural and social environment. Since 2009, especially in Brazil and other Latin American countries, dissertations and theses have leaned toward this production, identifying and analyzing the increase of Freirean pedagogy in connection with environmental education, defined as “the political education of citizens.” Political actions in everyday pedagogical practices for social and environmental justice, alongside various other rights (e.g., cultural), are urgent issues to address. The connections between environmental education and Freirean pedagogy have contemporized both, as they clarify the central arguments of Paulo Freire’s political and pedagogic thought, which reaffirmed throughout his extensive production that access to education is a universal right, and that it is by means of education (including the environmental dimension) that political processes for the construction of just, democratic, and sustainable societies are solidified.

scholarly journals A fronteira entre a comunidade e a unidade de conservação mastigada pela formiga-onça

ILUMINURAS ◽  
2016 ◽  
Vol 17 (42) ◽  
Author(s):  
Rafael Nogueira Costa ◽  
Fátima Branquinho
Keyword(s):  
Environmental Education ◽  
Network Theory ◽  
National Park ◽  
Paulo Freire ◽  
Actor Network Theory ◽  
Conservation Unit ◽  
Actor Network ◽  
Positivist Science ◽  
Nature And Society ◽  
Visual Record

Neste artigo apresentamos um professor de artes acompanhado de seis crianças da periferia de Macaé/RJ à procura dos animais do Parque Nacional da Restinga de Jurubatiba para serem desenhados numa prancheta de papel. As imagens fazem parte do registro de campo do Curso de Cinema Ambiental da UFRJ Macaé, conduzido no ano de 2013. Para construção do filme, fruto do curso, foi utilizado como referencial teórico as ideias de diálogo do pensador Paulo Freire. Ao seguirmos uma formiga na paisagem da restinga, diluímos as fronteiras entre a natureza e sociedade, conforme indica a teoria ator-rede. Com este registro visual pretendemos mostrar que as dicotomias criadas pelas ideias da ciência positivista são mais imaginárias do que real.Palavras-Chave: Cinema. Educação ambiental. Teoria ator-rede. Diálogo. Formiga.The boundary between the community and the conservation unit chewed by the ant-ounceAbstractIn this article we present a teacher of arts, accompanied by six children from the suburbs of Macaé/RJ in search of the animals of Restinga de Jurubatiba National Park to be drawn on a paper clipboard. The images are part of the field record of the UFRJ Macaé Environmental Film Course, conducted in 2013. For the construction of the film, as a result of the course, the ideas of dialogue of the thinker Paulo Freire were used as a theoretical reference. As we follow an ant in the restinga landscape, we dilute the boundaries between nature and society, as the actor-network theory indicates. With this visual record we are interested in showing that the dichotomies created by the ideas of positivist science are more imaginary than real.Keywords: Cinema. Environmental education. Actor-network theory. Dialogue. Ant. 

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