Critical and Meaningful Environmental Education for a Complex World: A Theoretical Analysis

• Autor(a) principal: Dutra de Camargo, Thiago
• Data de Publicação: 2020
• Outros Autores: Tauceda, Karen, Souza, Diogo Onofre Gomes de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Tear: Revista de Educação Ciência e Tecnologia
• Texto Completo: https://periodicos.ifrs.edu.br/index.php/tear/article/view/4142

Abstract: The contemporary society faces a social-environmental crisis with proportions that have not been seen before up to the present. In the last century the nature destruction increased progressively and created social inequality at a global level. This article aims to develop a debate about how Environmental Education can be a tool to think about the confrontation of social-environmental. The methodological path used in the article is a theory analysis of bibliographic research. Education should be structured in a critical, meaningful and complex perspective so that the pupils become aware to intervene in the necessary changes searching to establish more balanced relations between the human being and the nature, between the self and the other. Therefore, it is important to establish a dialogue between Critical Environmental Education, based on authors such as Mauro Guimarães and Carlos F. B. Loureiro, the Theory of Meaningful Learning by David Ausubel and the Paradigm of Complexity by Edgar Morin, in order to develop an educational practice that will be meaningful and active in the reality of the current social-environmental issues. Keywords: Critical environmental education. Meaningful learning theory. Complexity paradigm.