scholarly journals Educação Ambiental e Interdisciplinaridade: um olhar sobre as ações extensionistas da área de conhecimento “Meio Ambiente e Sustentabilidade” de uma IES do Sudoeste da Bahia

2017 ◽  
Vol 34 (3) ◽  
pp. 186-206
Author(s):  
Celeste Dias Amorim ◽  
Luiz Artur Dos Santos Cestari ◽  
Milton Ferreira da Silva Júnior
Keyword(s):  
Science Education ◽  
Environmental Education ◽  
Southern Bahia ◽  
Knowledge Area ◽  
Educational Field

O presente artigo tem por objetivo refletir sobre a educação ambiental e a interdisciplinaridade visualizadas nas ações extensionistas da área de conhecimento “Meio Ambiente e Sustentabilidade” de uma IES do Sudoeste baiano, em confluência com os modelos de educação e o debate sobre a crise paradigmática. Verificando que a tentativa das diversas ciências de construir reflexões educacionais tomando como base a educação ambiental nos faz perceber uma forma particular de apropriação de discursos em favor da abertura às perspectivas multidisciplinares, interdisciplinares e ou transdisciplinares. A análise dos projetos e/ou programas e das entrevistas proporcionaram uma reflexão sobre a pluralidade de saberes que direciona o campo educacional e a distinção entre ciências que atuam na educação e ciência da educação. This article aims to reflect on environmental education and interdisciplinarity displaying the extension actions Knowledge area "Environment and Sustainability" from a university in Southern Bahia, in confluence with the education models and the paradigmatic crisis. Noting that the attempt of various sciences to build educational reflections on the basis environmental education makes us realize a particular form of discourse ownership in favor of opening the multidisciplinary perspectives, interdisciplinary and transdisciplinary or. The analysis of projects and / or programs and interviews provided a reflection on the plurality of knowledge that directs the educational field and the distinction between science who work in education and science education.

scholarly journals Os entraves da tendência pragmática para uma educação ambiental emancipatória / The challenges of the pragmatic tendendy for emancipatory environmental education

2017 ◽  
Vol 7 (2) ◽  
pp. 146
Author(s):  
Liliane Samira Becari Nogueira ◽  
Catarina Teixeira
Keyword(s):  
Sustainable Development ◽  
Critical Theory ◽  
Environmental Education ◽  
Environmental Crisis ◽  
Central Position ◽  
Theoretical Discussion ◽  
Educational Problem ◽  
The Sustainable Development ◽  
Educational Issue ◽  
Educational Field

Este artigo é um ensaio teórico fundamentado em autores que analisam as correntes e tendências político-pedagógicas da Educação Ambiental (EA). A discussão se apoia na ideia de crise ambiental da sociedade contemporânea e as compreensões acerca do conceito inerente ao termo “Desenvolvimento Sustentável”, característico da macrotendência pragmática. Discute-se as características de cada tendência da EA e os entraves do pragmatismo em contraposição a uma Educação Ambiental Emancipatória, tendo como referencial epistemológico e filosófico a Teoria Crítica. De forma geral, o pragmatismo se apresenta como um problema da Educação e, por consequência, da EA. A valorização do pragmatismo em detrimento do fazer permeado pelo pensamento crítico constitui um dos problemas da vertente hegemônica da EA. Embora haja um crescimento da vertente crítica da EA, a posição central dentro do campo ocupada atualmente pela tendência pragmática nos impõe uma Educação Ambiental incapaz de realizar o seu potencial emancipatório, por estar apoiada em práticas que não se orientam para a transformação das relações sociais vigentes.Palavras-chave: Educação Ambiental; Pragmatismo; Teoria crítica; Emancipação. ABSTRACT: The present article is a theoretical discussion based on authors who analyze current political-pedagogical trends of the Environmental Education. The discussion is substantiated on the idea of the modern society's environmental crisis and the understanding of the concept associated with the "Sustainable Development" term, representing a predominant pragmatic macrotendency in the Environmental Educational field. The article discusses the aspects of each Environmental Education tendency and the challenges of the pragmatism opposed to the Emancipatory Environmental Education idea, taking as a phisophical and as an epistemological reference the Critical Theory. In general, the pragmatism is presented as an educational problem and consequently an Environmental Educational issue. The appreciation of pragmatism compared to the devaluation of the acts reasoned on the assumptions of the critical thinking is one of the problems of the hegemonic strand of the Environmental Education. Although there is some growth of the critical strand of the Environmental Education, the central position in this field, currently occupied by the pragmactic tendency, imposes on us an Evironmental Education incapable of fulfilling its emancipatory potencial for being supported by practices that are not oriented towards the transformation of the current social relations.Keywords: Environmental education; Pragmatism; Critical theory; Emancipation.

scholarly journals Stultifera Navis: Institutional Tensions, Conceptual Chaos, and Professional Uncertainty at the Beginning of the Decade of Education for Sustainable Development

2005 ◽  
Vol 3 (3) ◽  
pp. 296-308 ◽  
Author(s):  
José Gutiérrez Pérez ◽  
Mª Teresa Pozo Llorente
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Main Idea ◽  
Education For Sustainable Development ◽  
Financial Resources ◽  
Educational Field

The main idea this article develops is the conceptual chaos, methodological tensions and epistemological conflicts that are being experienced in the field of environmental education as a result of the uncertainty generated by some institutions and international organisms. The authors’ perspective starts from the idea that too many expectations have been invested in the celebration of the Decade of Education for Sustainable Development. The celebration will contribute to making the tensions and fractures grow between the different collectives and professional cultures that inhabit this educational field. While some will find their channels of expression waning and their work models delegitimated, others will increase their popularity and extend their hegemonic power over the dominant models of intervention and the securing of financial resources through the programs and grant competitions they enter. The reason for these tensions lies in the underlying focus promoted by the model of celebration that has been advocated by the institutions leading the process.

Environmental degradation: The urgency of socio-historical contextualisation and the contribution of non-hegemonic perspectives

2020 ◽  
pp. 147821032096500
Author(s):  
Renato Crioni ◽  
Vânia Gomes Zuin
Keyword(s):  
Science Education ◽  
Environmental Education ◽  
Natural Resources ◽  
Environmental Degradation ◽  
Well Being ◽  
Environmental Issue ◽  
Surplus Value ◽  
Cultural Form ◽  
Historical Contextualisation ◽  
Empirical Record

This article aims to discuss the issue of environmental degradation based on understanding the material foundation of modern socialisation, which in capitalism is centred on the production of surplus value. This topic is justified by the hegemonic way in which the environmental issue is currently addressed: the inevitability of environmental degradation considering a supposed historical march towards the progress of humanity, to the detriment of natural resources. The argument put forth is that effective environmental education depends on proper contextualisation of the capitalist process. Central to this discussion is an ideological understanding of the neutrality of science and the assumption of the inevitable ongoing environmental degradation considering a presumed population explosion and pursuit of human well-being. Thus, alternative historical-cultural forms are sought to address the tensions that emerge between humanity and nature, or culture and nature, divided into the origin of the hegemonic cultural form consolidated in late modernity. Levi-Strauss’ work is taken here as an accurate historical-empirical record, namely the Nambikwara people of the Brazilian Midwest in the context of the 1930s. The referential used in this article seeks to articulate science education and environmental education with the critical theory.

‘Attuning-with’, affect, and assemblages of relations in a transdisciplinary environmental education

2019 ◽  
Vol 35 (3) ◽  
pp. 262-272 ◽  
Author(s):  
Kathryn Riley ◽  
Peta White
Keyword(s):  
Science Education ◽  
Environmental Education ◽  
Knowledge Acquisition ◽  
Outdoor Education ◽  
Environmental Science ◽  
Sense Making ◽  
Material Forces ◽  
Relational Ontology ◽  
Environmental Science Education ◽  
The World

AbstractIn these Anthropocene times humans are vulnerable through the effects of socio-ecological crises and are responsible for attending to past, present and future socio-ecological injustices and challenges. The purpose of this article is to challenge discursive structures that influence knowledge acquisition about/of the world through binary logics, acknowledging that we are never apart from the world we are seeking to understand, but that we are entangled through a mutual (re)configuring with the world. Through storytelling and entangled poetry from outdoor education and environmental science education contexts, this article explores discursive/material forces (socially meaningful statements/affective intensities) enacted through pedagogies ‘attuning-with’. As pedagogies ‘attuning-with’ take up a relational ontology, in which sense-making is generated from the grounded, lived, embodied and embedded politics of location in relationship with broader ecologies of the world, they illuminate a transdisciplinary environmental education. A transdisciplinary environmental education is important for these Anthropocene times, because it not only promotes a multivocal approach to environmental education, but in acknowledging our inherent and intrinsic responsibility and accountability for the kinds of worlds that we are co-constituting, it provides opportunities to change the story of how we choose to live with/in/for these Anthropocene times.

ICT on four Levels of Inquiry-Based Science Education in Environmental Education

2013 ◽  
Vol 2 (1) ◽  
pp. 17-32
Author(s):  
Jana Přinosilová ◽  
Erika Mechlová ◽  
Svatava Kubicová
Keyword(s):  
Elementary School ◽  
Science Education ◽  
Environmental Education ◽  
Primary School ◽  
Learning Strategy ◽  
Natural Sciences ◽  
Four Levels ◽  
Different Levels ◽  
Selection Of

Abstract Inquiry in the natural sciences is an often used term. Inquiry-Based Science Education with the support of sophisticated ICT lacking. Inquiry-Based Science Education has clearly defined its four levels, in particular the use of teaching depends on the particular pupils and teachers. This learning strategy can thus rendering the various options and the use of ICT available at the school. The following article's focus is on a selection of specific technologies available and used at a primary school in connection with the different levels of Inquiry-Based Science Education and the extent of its involvement. The paper also describes social elaborated topic of environmental education in the sample worksheet for elementary school pupils.

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