PERMACULTURA E EDUCAÇÃO (NÃO)FORMAL

Detalhes bibliográficos
Autor(a) principal: SCUCUGLIA , DENISE GADIOLI
Data de Publicação: 2018
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da METODISTA
Texto Completo: http://tede.metodista.br/jspui/handle/tede/1793
Resumo: We live in a critical moment, in which the threat to life is urgent due to the adopted civilization standard. The current environmental crisis is only one of the symptoms of a deeper crisis, linked to the development model that generates environmental disasters and social injustice in which society is inserted. Such a model, based on the mistaken view of the Earth as an inexhaustible source of resources and endless waste disposal, has guided us decadently throughout history due to the abusive use of fossil fuels, among other factors. It is extremely necessary to discuss alternatives that could change this scenario, such as Permaculture, systematized in the 1970s by Bill Mollison and David Holmgren, and which can be briefly understood as a system for the creation of human communities sustainable, integrating principles of ethics and creative design, based on ecology. The present work sought, then, to contextualize and relate Permaculture in different spheres of education, namely, formal and non - formal. To achieve these objectives, a reflection was made on the origin of the environmental crisis and its history (global and national) - as well as on the emergence of the environmental movement - indicating Permaculture as a possibility for the development of practices that corroborate with global needs, from of specific realities. An overview was also made of Permaculture and its principles, listing the characteristics that enable it as a fundamental tool to mitigate the processes of environmental degradation currently under way that allow its relation with education. Finally, the relationships between different educational contexts and the Permaculture practice were verified, establishing points of convergence, which allow the application of tooling as an educational and pedagogical practice.
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spelling Demartini , Zeila de Brito FabriFurlin, MarceloVieira , Almir MartinsAndré, Claudio FernandoSCUCUGLIA , DENISE GADIOLI2018-09-03T18:15:56Z2018-06-20SCUCUGLIA , DENISE GADIOLI. PERMACULTURA E EDUCAÇÃO (NÃO)FORMAL. 2018. 129 de folhas. Dissertação( Educacao) - Universidade Metodista de Sao Paulo, Sao Bernardo do Campo.http://tede.metodista.br/jspui/handle/tede/1793We live in a critical moment, in which the threat to life is urgent due to the adopted civilization standard. The current environmental crisis is only one of the symptoms of a deeper crisis, linked to the development model that generates environmental disasters and social injustice in which society is inserted. Such a model, based on the mistaken view of the Earth as an inexhaustible source of resources and endless waste disposal, has guided us decadently throughout history due to the abusive use of fossil fuels, among other factors. It is extremely necessary to discuss alternatives that could change this scenario, such as Permaculture, systematized in the 1970s by Bill Mollison and David Holmgren, and which can be briefly understood as a system for the creation of human communities sustainable, integrating principles of ethics and creative design, based on ecology. The present work sought, then, to contextualize and relate Permaculture in different spheres of education, namely, formal and non - formal. To achieve these objectives, a reflection was made on the origin of the environmental crisis and its history (global and national) - as well as on the emergence of the environmental movement - indicating Permaculture as a possibility for the development of practices that corroborate with global needs, from of specific realities. An overview was also made of Permaculture and its principles, listing the characteristics that enable it as a fundamental tool to mitigate the processes of environmental degradation currently under way that allow its relation with education. Finally, the relationships between different educational contexts and the Permaculture practice were verified, establishing points of convergence, which allow the application of tooling as an educational and pedagogical practice.Vivemos momento crítico, no qual a ameaça à vida é premente, devido ao padrão civilizatório adotado. A crise ambiental atual é apenas um dos sintomas de uma crise mais profunda, ligada ao modelo de desenvolvimento gerador de desastres ambientais e injustiça social em que a sociedade está inserida. Tal modelo, baseado na visão equivocada da Terra como fonte inesgotável de recursos e depósito infindável de resíduos, tem nos guiado de forma decadente ao longo da história, devido ao uso abusivo de combustíveis fósseis, dentre outros fatores. Faz-se extremamente necessária a discussão sobre alternativas que possam mudar esse cenário, como a Permacultura, sistematizada na década de 70 do século XX por Bill Mollison e David Holmgren, e que pode ser entendida, resumidamente, como um sistema para criação de comunidades humanas sustentáveis, que integra princípios de ética e de desenho criativo, baseados na ecologia. O presente trabalho buscou, então, contextualizar e relacionar a Permacultura em diferentes âmbitos da educação, a saber, formal e não formal. Para atingirmos tais objetivos, realizou-se uma reflexão sobre a origem da crise ambiental e seu histórico (global e nacional) - bem como da emergência do movimento ambiental - indicando a Permacultura como possibilidade para desenvolvimento de práticas que corroborem com necessidades globais, a partir de realidades específicas. Realizou–se, ainda, um panorama sobre a Permacultura e seus princípios, elencando as características que a habilitam como ferramenta fundamental para mitigação dos processos de degradação ambiental atualmente em curso e que permitem sua relação com a educação. Por fim, averiguou-se as relações existentes entre diferentes contextos de educação e a prática da Permacultura, determinando-se pontos de convergência, que possibilitam a aplicação do ferramental como prática educacional e pedagógicaSubmitted by Noeme Timbo (noeme.timbo@metodista.br) on 2018-09-03T18:15:56Z No. of bitstreams: 1 Denise Gadioli Scucuglia.pdf: 1069305 bytes, checksum: 7074d8b0c91ff471ed13b7b63db392fb (MD5)Made available in DSpace on 2018-09-03T18:15:56Z (GMT). No. of bitstreams: 1 Denise Gadioli Scucuglia.pdf: 1069305 bytes, checksum: 7074d8b0c91ff471ed13b7b63db392fb (MD5) Previous issue date: 2018-06-20application/pdfporUniversidade Metodista de Sao PauloEducacaoIMSBrasilEducacao:Programa de Pos Graduacao em EducacaoEducação; Permacultura; SustentabilidadeEducation; Permaculture; Sustainability.CIENCIAS HUMANAS::EDUCACAOPERMACULTURA E EDUCAÇÃO (NÃO)FORMALPERMACULTURE AND FORMAL (NON) EDUCATIONinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis3487103482605030416500500600-8275886333289955863-240345818910352367info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da METODISTAinstname:Universidade Metodista de São Paulo (METODISTA)instacron:METODISTAORIGINALDenise Gadioli Scucuglia.pdfDenise Gadioli Scucuglia.pdfapplication/pdf1069305http://tede.metodista.br/jspui/bitstream/tede/1793/2/Denise+Gadioli+Scucuglia.pdf7074d8b0c91ff471ed13b7b63db392fbMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://tede.metodista.br/jspui/bitstream/tede/1793/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/17932018-09-03 15:15:56.745oai:tahbit.umesp.edu.dti:tede/1793Tk9UQTogQ09MT1FVRSBBUVVJIEEgU1VBIFBSw5NQUklBIExJQ0VOw4dBCkVzdGEgbGljZW7Dp2EgZGUgZXhlbXBsbyDDqSBmb3JuZWNpZGEgYXBlbmFzIHBhcmEgZmlucyBpbmZvcm1hdGl2b3MuCgpMSUNFTsOHQSBERSBESVNUUklCVUnDh8ODTyBOw4NPLUVYQ0xVU0lWQQoKQ29tIGEgYXByZXNlbnRhw6fDo28gZGVzdGEgbGljZW7Dp2EsIHZvY8OqIChvIGF1dG9yIChlcykgb3UgbyB0aXR1bGFyIGRvcyBkaXJlaXRvcyBkZSBhdXRvcikgY29uY2VkZSDDoCBVbml2ZXJzaWRhZGUgClhYWCAoU2lnbGEgZGEgVW5pdmVyc2lkYWRlKSBvIGRpcmVpdG8gbsOjby1leGNsdXNpdm8gZGUgcmVwcm9kdXppciwgIHRyYWR1emlyIChjb25mb3JtZSBkZWZpbmlkbyBhYmFpeG8pLCBlL291IApkaXN0cmlidWlyIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyAoaW5jbHVpbmRvIG8gcmVzdW1vKSBwb3IgdG9kbyBvIG11bmRvIG5vIGZvcm1hdG8gaW1wcmVzc28gZSBlbGV0csO0bmljbyBlIAplbSBxdWFscXVlciBtZWlvLCBpbmNsdWluZG8gb3MgZm9ybWF0b3Mgw6F1ZGlvIG91IHbDrWRlby4KClZvY8OqIGNvbmNvcmRhIHF1ZSBhIFNpZ2xhIGRlIFVuaXZlcnNpZGFkZSBwb2RlLCBzZW0gYWx0ZXJhciBvIGNvbnRlw7pkbywgdHJhbnNwb3IgYSBzdWEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIApwYXJhIHF1YWxxdWVyIG1laW8gb3UgZm9ybWF0byBwYXJhIGZpbnMgZGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIHRhbWLDqW0gY29uY29yZGEgcXVlIGEgU2lnbGEgZGUgVW5pdmVyc2lkYWRlIHBvZGUgbWFudGVyIG1haXMgZGUgdW1hIGPDs3BpYSBhIHN1YSB0ZXNlIG91IApkaXNzZXJ0YcOnw6NvIHBhcmEgZmlucyBkZSBzZWd1cmFuw6dhLCBiYWNrLXVwIGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIGRlY2xhcmEgcXVlIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyDDqSBvcmlnaW5hbCBlIHF1ZSB2b2PDqiB0ZW0gbyBwb2RlciBkZSBjb25jZWRlciBvcyBkaXJlaXRvcyBjb250aWRvcyAKbmVzdGEgbGljZW7Dp2EuIFZvY8OqIHRhbWLDqW0gZGVjbGFyYSBxdWUgbyBkZXDDs3NpdG8gZGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyBuw6NvLCBxdWUgc2VqYSBkZSBzZXUgCmNvbmhlY2ltZW50bywgaW5mcmluZ2UgZGlyZWl0b3MgYXV0b3JhaXMgZGUgbmluZ3XDqW0uCgpDYXNvIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyBjb250ZW5oYSBtYXRlcmlhbCBxdWUgdm9jw6ogbsOjbyBwb3NzdWkgYSB0aXR1bGFyaWRhZGUgZG9zIGRpcmVpdG9zIGF1dG9yYWlzLCB2b2PDqiAKZGVjbGFyYSBxdWUgb2J0ZXZlIGEgcGVybWlzc8OjbyBpcnJlc3RyaXRhIGRvIGRldGVudG9yIGRvcyBkaXJlaXRvcyBhdXRvcmFpcyBwYXJhIGNvbmNlZGVyIMOgIFNpZ2xhIGRlIFVuaXZlcnNpZGFkZSAKb3MgZGlyZWl0b3MgYXByZXNlbnRhZG9zIG5lc3RhIGxpY2Vuw6dhLCBlIHF1ZSBlc3NlIG1hdGVyaWFsIGRlIHByb3ByaWVkYWRlIGRlIHRlcmNlaXJvcyBlc3TDoSBjbGFyYW1lbnRlIAppZGVudGlmaWNhZG8gZSByZWNvbmhlY2lkbyBubyB0ZXh0byBvdSBubyBjb250ZcO6ZG8gZGEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIG9yYSBkZXBvc2l0YWRhLgoKQ0FTTyBBIFRFU0UgT1UgRElTU0VSVEHDh8ODTyBPUkEgREVQT1NJVEFEQSBURU5IQSBTSURPIFJFU1VMVEFETyBERSBVTSBQQVRST0PDjU5JTyBPVSAKQVBPSU8gREUgVU1BIEFHw4pOQ0lBIERFIEZPTUVOVE8gT1UgT1VUUk8gT1JHQU5JU01PIFFVRSBOw4NPIFNFSkEgQSBTSUdMQSBERSAKVU5JVkVSU0lEQURFLCBWT0PDiiBERUNMQVJBIFFVRSBSRVNQRUlUT1UgVE9ET1MgRSBRVUFJU1FVRVIgRElSRUlUT1MgREUgUkVWSVPDg08gQ09NTyAKVEFNQsOJTSBBUyBERU1BSVMgT0JSSUdBw4fDlUVTIEVYSUdJREFTIFBPUiBDT05UUkFUTyBPVSBBQ09SRE8uCgpBIFNpZ2xhIGRlIFVuaXZlcnNpZGFkZSBzZSBjb21wcm9tZXRlIGEgaWRlbnRpZmljYXIgY2xhcmFtZW50ZSBvIHNldSBub21lIChzKSBvdSBvKHMpIG5vbWUocykgZG8ocykgCmRldGVudG9yKGVzKSBkb3MgZGlyZWl0b3MgYXV0b3JhaXMgZGEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvLCBlIG7Do28gZmFyw6EgcXVhbHF1ZXIgYWx0ZXJhw6fDo28sIGFsw6ltIGRhcXVlbGFzIApjb25jZWRpZGFzIHBvciBlc3RhIGxpY2Vuw6dhLgo=Biblioteca Digital de Teses e Dissertaçõeshttp://tede.metodista.br/jspui/http://tede.metodista.br/oai/requestbiblioteca@metodista.br||erick.roberto@metodista.bropendoar:2018-09-03T18:15:56Biblioteca Digital de Teses e Dissertações da METODISTA - Universidade Metodista de São Paulo (METODISTA)false
dc.title.por.fl_str_mv PERMACULTURA E EDUCAÇÃO (NÃO)FORMAL
dc.title.alternative.eng.fl_str_mv PERMACULTURE AND FORMAL (NON) EDUCATION
title PERMACULTURA E EDUCAÇÃO (NÃO)FORMAL
spellingShingle PERMACULTURA E EDUCAÇÃO (NÃO)FORMAL
SCUCUGLIA , DENISE GADIOLI
Educação; Permacultura; Sustentabilidade
Education; Permaculture; Sustainability.
CIENCIAS HUMANAS::EDUCACAO
title_short PERMACULTURA E EDUCAÇÃO (NÃO)FORMAL
title_full PERMACULTURA E EDUCAÇÃO (NÃO)FORMAL
title_fullStr PERMACULTURA E EDUCAÇÃO (NÃO)FORMAL
title_full_unstemmed PERMACULTURA E EDUCAÇÃO (NÃO)FORMAL
title_sort PERMACULTURA E EDUCAÇÃO (NÃO)FORMAL
author SCUCUGLIA , DENISE GADIOLI
author_facet SCUCUGLIA , DENISE GADIOLI
author_role author
dc.contributor.advisor1.fl_str_mv Demartini , Zeila de Brito Fabri
dc.contributor.advisor-co1.fl_str_mv Furlin, Marcelo
dc.contributor.referee1.fl_str_mv Vieira , Almir Martins
dc.contributor.referee2.fl_str_mv André, Claudio Fernando
dc.contributor.author.fl_str_mv SCUCUGLIA , DENISE GADIOLI
contributor_str_mv Demartini , Zeila de Brito Fabri
Furlin, Marcelo
Vieira , Almir Martins
André, Claudio Fernando
dc.subject.por.fl_str_mv Educação; Permacultura; Sustentabilidade
topic Educação; Permacultura; Sustentabilidade
Education; Permaculture; Sustainability.
CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv Education; Permaculture; Sustainability.
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description We live in a critical moment, in which the threat to life is urgent due to the adopted civilization standard. The current environmental crisis is only one of the symptoms of a deeper crisis, linked to the development model that generates environmental disasters and social injustice in which society is inserted. Such a model, based on the mistaken view of the Earth as an inexhaustible source of resources and endless waste disposal, has guided us decadently throughout history due to the abusive use of fossil fuels, among other factors. It is extremely necessary to discuss alternatives that could change this scenario, such as Permaculture, systematized in the 1970s by Bill Mollison and David Holmgren, and which can be briefly understood as a system for the creation of human communities sustainable, integrating principles of ethics and creative design, based on ecology. The present work sought, then, to contextualize and relate Permaculture in different spheres of education, namely, formal and non - formal. To achieve these objectives, a reflection was made on the origin of the environmental crisis and its history (global and national) - as well as on the emergence of the environmental movement - indicating Permaculture as a possibility for the development of practices that corroborate with global needs, from of specific realities. An overview was also made of Permaculture and its principles, listing the characteristics that enable it as a fundamental tool to mitigate the processes of environmental degradation currently under way that allow its relation with education. Finally, the relationships between different educational contexts and the Permaculture practice were verified, establishing points of convergence, which allow the application of tooling as an educational and pedagogical practice.
publishDate 2018
dc.date.accessioned.fl_str_mv 2018-09-03T18:15:56Z
dc.date.issued.fl_str_mv 2018-06-20
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
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dc.identifier.citation.fl_str_mv SCUCUGLIA , DENISE GADIOLI. PERMACULTURA E EDUCAÇÃO (NÃO)FORMAL. 2018. 129 de folhas. Dissertação( Educacao) - Universidade Metodista de Sao Paulo, Sao Bernardo do Campo.
dc.identifier.uri.fl_str_mv http://tede.metodista.br/jspui/handle/tede/1793
identifier_str_mv SCUCUGLIA , DENISE GADIOLI. PERMACULTURA E EDUCAÇÃO (NÃO)FORMAL. 2018. 129 de folhas. Dissertação( Educacao) - Universidade Metodista de Sao Paulo, Sao Bernardo do Campo.
url http://tede.metodista.br/jspui/handle/tede/1793
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dc.publisher.department.fl_str_mv Educacao:Programa de Pos Graduacao em Educacao
publisher.none.fl_str_mv Universidade Metodista de Sao Paulo
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