PERMACULTURA E EDUCAÇÃO (NÃO)FORMAL

• 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
• topic: Educação; Permacultura; Sustentabilidade; Education; Permaculture; Sustainability.; CIENCIAS HUMANAS::EDUCACAO

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.