Educação ambiental e ecopedagogia: desafios da prática docente

• Autor(a) principal: Romão, Roberta de Araújo
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da Uninove
• Texto Completo: http://bibliotecatede.uninove.br/handle/tede/2957
• topic: educação ambiental; ecopedagogia; sustentabilidade; meio ambiente; prática docente; environmental education; ecopedagogy; sustainability; environment; teaching practice; educación ambiental; ecopedagogía; sostenibilidad; medio ambiente; práctica docente; CIENCIAS HUMANAS::EDUCACAO

This research aims at the comparison between two concepts linked to education, evidencing the challenges of teaching practice, in terms of limits and possibilities of its application by biology teachers in high school: the concepts of Environmental Education and Ecopedagogy. In this sense, it is necessary to understand how Law 9,795/99 is articulated, which has Environmental Education in the Curricular Organization of the Law of Guidelines and Bases (LDB-9394/96) and what its implications are articulated for the concept of Ecopedagogy, a term proposed by Francisco Gutiérrez and Cruz Prado (1999), which presupposes a planetary education, theoretically broader than Environmental Education. Our hypothesis is that, in the way it is conformed, Environmental Education is part of a dynamic of sustainability that is the tail of a capitalist and predatory logic, different from the fundamental principles of Ecopedagogy, which, on the contrary, presupposes a holistic, ethical and humanitarian view of environmental issues. Thus, the incoherence evidenced by an Environmental Education that maintains sustainability standards in line with the neoliberal economy, revealing the exhaustion of the environment, and based on values different from those proposed by Ecopedagogy, would have a negative impact on planetary environmental conformation. The theoretical framework of this work will be: (BOOF,2013), (DICKMANN; BATTESTIN,2018), (DICKMANN; LIOTTI, 2020), (DICKMANN; CARNEIRO, 2021), ( (FERRERO; HOLLAND, 2004). (FREIRE, 2016, 2019a, 2019b), (GADOTTI; 2000, 2010, 2012) (GUTIÉRREZ; PRADO, 1999) (LEFF,2002, 2010, 2019), (LAUREL; LAYRARGUES; CASTRO, 2012) (MAFRA, ROMÃO, GADOTTI, 2018), (PEDRINI, 1997), seeking, through a reflection on the categories of Environmental Education, Ecopedagogy, sustainability and the environment, to contribute to a more self-sustaining society and to the formation of more critical citizens in relation to the environmental problems of the planet.