Environmental Education and Decoloniality: a possible dialogue? un dialogue possible
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Pesquisa em Educação Ambiental (Online) |
Texto Completo: | https://www.periodicos.rc.biblioteca.unesp.br/index.php/pesquisa/article/view/15574 |
Resumo: | The environmental crisis opens up the paradigms rooted in coloniality, expressed as racist subjective domination that establishes the rupture between culture and nature, legitimizing socio-environmental degradation. Decoloniality resists the split culture - imposed nature emerging as a political-epistemic and ontological project that seeks to resist and transcend coloniality, opening up the possibility of dialogue with Environmental Education to meet the challenges of this crisis. The state of the art expressed in this article seeks to bring to light the theoretical contributions of the relationship between Decoloniality and Environmental Education published between 2013 and 2019. The state of the art has a bibliographic character and allows to outline an overview of the main research trends in an area. In total, 11 articles were found and mapped, small sample for the field size. The categorization demonstrated seven possible dialogues: cultural, epistemic, political, epistemo-cultural, epistemo-political, political-cultural and epistemo-political-cultural, which constitute the fields where contributions are outlined; bringing an Environmental Education that breaks with the paradigms of the environmental crisis by valuing cultures, attuning to the dialogue and ecology of knowledge and allying with political ecology and environmental justice for the emancipation of cultures-nature. |
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Environmental Education and Decoloniality: a possible dialogue? un dialogue possibleEducación Ambiental y Decolonialidad: ¿un posible diálogo? un dialogue possibleÉducation environnementale et décolonialité: un dialogue possibleA Educação Ambiental e a Decolonialidade: um diálogo possível? un dialogue possibleThe environmental crisis opens up the paradigms rooted in coloniality, expressed as racist subjective domination that establishes the rupture between culture and nature, legitimizing socio-environmental degradation. Decoloniality resists the split culture - imposed nature emerging as a political-epistemic and ontological project that seeks to resist and transcend coloniality, opening up the possibility of dialogue with Environmental Education to meet the challenges of this crisis. The state of the art expressed in this article seeks to bring to light the theoretical contributions of the relationship between Decoloniality and Environmental Education published between 2013 and 2019. The state of the art has a bibliographic character and allows to outline an overview of the main research trends in an area. In total, 11 articles were found and mapped, small sample for the field size. The categorization demonstrated seven possible dialogues: cultural, epistemic, political, epistemo-cultural, epistemo-political, political-cultural and epistemo-political-cultural, which constitute the fields where contributions are outlined; bringing an Environmental Education that breaks with the paradigms of the environmental crisis by valuing cultures, attuning to the dialogue and ecology of knowledge and allying with political ecology and environmental justice for the emancipation of cultures-nature.La crisis ambiental abre los paradigmas arraigados en la colonialidad, expresada como dominación subjetiva racista que establece la ruptura entre cultura y naturaleza, legitimando la degradación socioambiental. La Decolonialidad resiste la naturaleza escindida impuesta por la cultura que emerge como un proyecto político-epistémico y ontológico que busca resistir y trascender la colonialidad, abriendo la posibilidad de diálogo con la Educación Ambiental para enfrentar los desafíos de esta crisis. El estado del arte expresado en este artículo busca sacar a la luz los aportes teóricos de la relación entre la Decolonialidad y la Educación Ambiental publicados entre 2013 y 2019. El estado del arte tiene carácter bibliográfico y permite esbozar un panorama de las principales tendencias de investigación en un área. En total, se encontraron y mapearon 11 artículos, muestra pequeña para el tamaño del campo. La categorización demostró siete posibles diálogos: cultural, epistémico, político, epistemo-cultural, epistemo-político, político-cultural y epistemo-político-cultural, que constituyen los campos donde se perfilan los aportes; Trayendo una Educación Ambiental que rompa con los paradigmas de la crisis ambiental al valorar las culturas, sintonizar con el diálogo y la ecología del conocimiento y aliarse con la ecología política y la justicia ambiental para la emancipación de las culturas-naturaleza.La crise environnementale ouvre les paradigmes enracinés dans la colonialité, exprimés comme une domination subjective raciste qui établit la rupture entre culture et nature, légitimant la dégradation socio-environnementale. La décolonialité résiste à la culture divisée - nature imposée émergeant comme un projet politico-épistémique et ontologique qui cherche à résister et à transcender la colonialité, ouvrant la possibilité d'un dialogue avec l'Education Environnementale pour relever les défis de cette crise. L'état de l'art exprimé dans cet article cherche à mettre en lumière les apports théoriques de la relation entre décolonialité et éducation à l'environnement publiés entre 2013 et 2019. L'état de l'art a un caractère bibliographique et permet d'esquisser un aperçu des principales tendances de recherche dans un domaine. Au total, 11 articles ont été trouvés et cartographiés, petit échantillon pour la taille du champ. La catégorisation a montré sept dialogues possibles: culturel, épistémique, politique, épistémo-culturel, épistémo-politique, politico-culturel et épistémo-politique-culturel, qui constituent les domaines où les contributions sont esquissées; apportant une Education à l'Environnement qui rompt avec les paradigmes de la crise environnementale en valorisant les cultures, en accord avec le dialogue et l'écologie du savoir et en s'alliant à l'écologie politique et à la justice environnementale pour l'émancipation des cultures-nature.A crise ambiental escancara os paradigmas enraizados na colonialidade, expressa como dominação subjetiva racista que instaura a ruptura entre a cultura e a natureza, legitimando a degradação socioambiental. A Decolonialidade resiste à cisão cultura - natureza imposta emergindo como projeto político-epistêmico e ontológico que busca resistir e transcender à colonialidade, abrindo a possibilidade de diálogo com a Educação Ambiental para atender aos desafios dessa crise. O estado da arte expresso neste artigo busca trazer a tona as contribuições teóricas da relação entre a Decolonialidade e a Educação Ambiental publicadas entre 2013 e 2019. O estado da arte tem caráter bibliográfico e permite traçar um panorama das principais tendências da pesquisa em uma área. Ao total foram encontrados e mapeados 11 artigos, amostra pequena para o tamanho do campo. A categorização demonstrou sete diálogos possíveis: cultural, epistêmico, político, epistemo-cultural, epistemo-político, político-cultural e epistemo-político-cultural, que constituem os campos onde as contribuições são afloradas; trazendo uma Educação Ambiental que rompe com os paradigmas da crise ambiental ao valorizar as culturas, sintonizar com o diálogo e a ecologia de saberes e se aliar com a ecologia política e a justiça ambiental para a emancipação das culturas-naturezas.Unesp, USP, Ufscar, Unifei e UFPR2023-09-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/pesquisa/article/view/1557410.18675/2177-580X.2023-15574Pesquisa em Educação Ambiental; v. 18 n. 1 (2023): Publicação Contínua2177-580Xreponame:Pesquisa em Educação Ambiental (Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESPporhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/pesquisa/article/view/15574/12810Copyright (c) 2023 Pesquisa em Educação Ambientalinfo:eu-repo/semantics/openAccessCavalcante, LucianaAlves Martins, Giselle da Rocha Brando , Fernanda2024-01-19T17:09:42Zoai:periodicos.rc.biblioteca.unesp.br:article/15574Revistahttp://www.periodicos.rc.biblioteca.unesp.br/index.php/pesquisaPUBhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/pesquisa/oaisecpea@gmail.com || secpea1@gmail.com || luizcs@rc.unesp.br2177-580X1980-1165opendoar:2024-01-19T17:09:42Pesquisa em Educação Ambiental (Online) - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Environmental Education and Decoloniality: a possible dialogue? un dialogue possible Educación Ambiental y Decolonialidad: ¿un posible diálogo? un dialogue possible Éducation environnementale et décolonialité: un dialogue possible A Educação Ambiental e a Decolonialidade: um diálogo possível? un dialogue possible |
title |
Environmental Education and Decoloniality: a possible dialogue? un dialogue possible |
spellingShingle |
Environmental Education and Decoloniality: a possible dialogue? un dialogue possible Cavalcante, Luciana |
title_short |
Environmental Education and Decoloniality: a possible dialogue? un dialogue possible |
title_full |
Environmental Education and Decoloniality: a possible dialogue? un dialogue possible |
title_fullStr |
Environmental Education and Decoloniality: a possible dialogue? un dialogue possible |
title_full_unstemmed |
Environmental Education and Decoloniality: a possible dialogue? un dialogue possible |
title_sort |
Environmental Education and Decoloniality: a possible dialogue? un dialogue possible |
author |
Cavalcante, Luciana |
author_facet |
Cavalcante, Luciana Alves Martins, Giselle da Rocha Brando , Fernanda |
author_role |
author |
author2 |
Alves Martins, Giselle da Rocha Brando , Fernanda |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Cavalcante, Luciana Alves Martins, Giselle da Rocha Brando , Fernanda |
description |
The environmental crisis opens up the paradigms rooted in coloniality, expressed as racist subjective domination that establishes the rupture between culture and nature, legitimizing socio-environmental degradation. Decoloniality resists the split culture - imposed nature emerging as a political-epistemic and ontological project that seeks to resist and transcend coloniality, opening up the possibility of dialogue with Environmental Education to meet the challenges of this crisis. The state of the art expressed in this article seeks to bring to light the theoretical contributions of the relationship between Decoloniality and Environmental Education published between 2013 and 2019. The state of the art has a bibliographic character and allows to outline an overview of the main research trends in an area. In total, 11 articles were found and mapped, small sample for the field size. The categorization demonstrated seven possible dialogues: cultural, epistemic, political, epistemo-cultural, epistemo-political, political-cultural and epistemo-political-cultural, which constitute the fields where contributions are outlined; bringing an Environmental Education that breaks with the paradigms of the environmental crisis by valuing cultures, attuning to the dialogue and ecology of knowledge and allying with political ecology and environmental justice for the emancipation of cultures-nature. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-09-25 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.periodicos.rc.biblioteca.unesp.br/index.php/pesquisa/article/view/15574 10.18675/2177-580X.2023-15574 |
url |
https://www.periodicos.rc.biblioteca.unesp.br/index.php/pesquisa/article/view/15574 |
identifier_str_mv |
10.18675/2177-580X.2023-15574 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.periodicos.rc.biblioteca.unesp.br/index.php/pesquisa/article/view/15574/12810 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Pesquisa em Educação Ambiental info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Pesquisa em Educação Ambiental |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Unesp, USP, Ufscar, Unifei e UFPR |
publisher.none.fl_str_mv |
Unesp, USP, Ufscar, Unifei e UFPR |
dc.source.none.fl_str_mv |
Pesquisa em Educação Ambiental; v. 18 n. 1 (2023): Publicação Contínua 2177-580X reponame:Pesquisa em Educação Ambiental (Online) instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Pesquisa em Educação Ambiental (Online) |
collection |
Pesquisa em Educação Ambiental (Online) |
repository.name.fl_str_mv |
Pesquisa em Educação Ambiental (Online) - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
secpea@gmail.com || secpea1@gmail.com || luizcs@rc.unesp.br |
_version_ |
1800214362719256576 |