Educação ambiental e ecopedagogia: desafios da prática docente
Autor(a) principal: | |
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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 |
Resumo: | 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. |
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Silva, Maurício Pedro daSilva, Maurício Pedro daMafra, Jason FerreiraDickmann, IvoBaptista, Ana Maria HaddadNavas, Dianahttp://lattes.cnpq.br/4905671583012359Romão, Roberta de Araújo2022-06-01T18:12:36Z2021-08-25Romão, Roberta de Araújo. Educação ambiental e ecopedagogia: desafios da prática docente. 2021. 158 f. Dissertação( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo.http://bibliotecatede.uninove.br/handle/tede/2957This 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.Esta investigación tiene como objeto la comparación entre dos conceptos vinculados a la educación, evidenciando los retos de la práctica docente, en términos de límites y posibilidades de su aplicación por parte de los profesores de biología en la escuela secundaria: los conceptos de Educación Ambiental y Ecopedagogía. En este sentido, es necesario entender cómo se articula la Ley 9.795/99, que tiene Educación Ambiental en la Organización Curricular de la Ley de Directrices y Bases (LDB-9394/96) y cuáles son sus implicaciones para el concepto de Ecopedagogía, un término propuesto por Francisco Gutiérrez y Cruz Prado (1999), que presupone una educación planetaria, teóricamente más amplia que la Educación Ambiental. Nuestra hipótesis es que, en la forma en que se conforma, la Educación Ambiental forma parte de una dinámica de sostenibilidad que es la cola de una lógica capitalista y depredadora, diferente de los principios fundamentales de la Ecopedagogía, que, por el contrario, presupone una visión holística, ética y humanitaria de las cuestiones ambientales. Así, la incoherencia evidenciada por una Educación Ambiental que mantiene estándares de sostenibilidad en línea con la economía neoliberal, revelando el agotamiento del medio ambiente, y basado en valores diferentes de los propuestos por la Ecopedagogía, tendría un impacto negativo en la conformación ambiental planetaria. El marco teórico de este trabajo será: (BOOF,2013), (DICKMANN; BATTESTIN,2018), (DICKMANN; LIOTTI, 2020), (DICKMANN; CARNEIRO, 2021), (FERRERO; HOLANDA, 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), buscando, a través de una reflexión sobre las categorías de Educación Ambiental, Ecopedagogía, sostenibilidad y medio ambiente, contribuir a una sociedad más autosostenible y a la formación de ciudadanos más críticos en relación con los problemas ambientales del planeta.Esta pesquisa tem por objeto a comparação entre dois conceitos vinculados à educação, evidenciando os desafios da prática docente, em termos de limites e possibilidades de sua aplicação pelos professores de Biologia no Ensino Médio: os conceitos de Educação Ambiental e de Ecopedagogia. Nesse sentido, torna-se necessário compreender como está articulada a Lei 9.795/99, que dispõe da Educação Ambiental na Organização Curricular da Lei de Diretrizes e Bases (LDB-9394/96) e quais suas implicações para o conceito de Ecopedagogia, termo proposto por Francisco Gutiérrez e Cruz Prado (1999), que pressupõe uma educação planetária, teoricamente mais ampla que a Educação Ambiental. Nossa hipótese é que, do modo como está conformada, a Educação Ambiental insere-se numa dinâmica de sustentabilidade caudatária de uma lógica capitalista e predatória, diversa dos princípios fundamentais da Ecopedagogia, que, ao contrário, pressupõe uma visão holística, ética e humanitária das questões ambientais. Assim, a “incoerência” evidenciada por uma Educação Ambiental que mantém padrões de sustentabilidade em consonância com a economia neoliberal, revelando o esgotamento do meio ambiente, e assentada em valores diversos daqueles propostos pela Ecopedagogia, teria impacto negativo na conformação ambiental planetária. O referencial teórico deste trabalho, será: (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), (LOUREIRO; LAYRARGUES; CASTRO, 2012), (MAFRA, ROMÃO, GADOTTI, 2018), (PEDRINI, 1997) buscando, por meio de uma reflexão acerca das categorias de Educação Ambiental, Ecopedagogia, sustentabilidade e meio ambiente, contribuir para uma sociedade mais autossustentável e para a formação de cidadãos mais críticos em relação aos problemas ambientais do planeta.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2022-06-01T18:12:36Z No. of bitstreams: 1 Roberta Araújo Romão.pdf: 1178112 bytes, checksum: 213934a49af82801a351be79d8efb80f (MD5)Made available in DSpace on 2022-06-01T18:12:36Z (GMT). No. of bitstreams: 1 Roberta Araújo Romão.pdf: 1178112 bytes, checksum: 213934a49af82801a351be79d8efb80f (MD5) Previous issue date: 2021-08-25application/pdfporUniversidade Nove de JulhoPrograma de Pós-Graduação em EducaçãoUNINOVEBrasilEducaçãoeducação ambientalecopedagogiasustentabilidademeio ambienteprática docenteenvironmental educationecopedagogysustainabilityenvironmentteaching practiceeducación ambientalecopedagogíasostenibilidadmedio ambientepráctica docenteCIENCIAS HUMANAS::EDUCACAOEducação ambiental e ecopedagogia: desafios da prática docenteEnvironmental education and ecopedagogy: challenges of teaching practiceinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-240345818910352367600info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da Uninoveinstname:Universidade Nove de Julho (UNINOVE)instacron:UNINOVEORIGINALRoberta Araújo Romão.pdfRoberta Araújo Romão.pdfapplication/pdf1178112http://localhost:8080/tede/bitstream/tede/2957/2/Roberta+Ara%C3%BAjo+Rom%C3%A3o.pdf213934a49af82801a351be79d8efb80fMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://localhost:8080/tede/bitstream/tede/2957/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/29572022-06-01 15:12:36.643oai:localhost: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Biblioteca Digital de Teses e Dissertaçõeshttp://bibliotecatede.uninove.br/PRIhttp://bibliotecatede.uninove.br/oai/requestbibliotecatede@uninove.br||bibliotecatede@uninove.bropendoar:2022-06-01T18:12:36Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE)false |
dc.title.por.fl_str_mv |
Educação ambiental e ecopedagogia: desafios da prática docente |
dc.title.alternative.eng.fl_str_mv |
Environmental education and ecopedagogy: challenges of teaching practice |
title |
Educação ambiental e ecopedagogia: desafios da prática docente |
spellingShingle |
Educação ambiental e ecopedagogia: desafios da prática docente Romão, Roberta de Araújo 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 |
title_short |
Educação ambiental e ecopedagogia: desafios da prática docente |
title_full |
Educação ambiental e ecopedagogia: desafios da prática docente |
title_fullStr |
Educação ambiental e ecopedagogia: desafios da prática docente |
title_full_unstemmed |
Educação ambiental e ecopedagogia: desafios da prática docente |
title_sort |
Educação ambiental e ecopedagogia: desafios da prática docente |
author |
Romão, Roberta de Araújo |
author_facet |
Romão, Roberta de Araújo |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Silva, Maurício Pedro da |
dc.contributor.referee1.fl_str_mv |
Silva, Maurício Pedro da |
dc.contributor.referee2.fl_str_mv |
Mafra, Jason Ferreira |
dc.contributor.referee3.fl_str_mv |
Dickmann, Ivo |
dc.contributor.referee4.fl_str_mv |
Baptista, Ana Maria Haddad |
dc.contributor.referee5.fl_str_mv |
Navas, Diana |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4905671583012359 |
dc.contributor.author.fl_str_mv |
Romão, Roberta de Araújo |
contributor_str_mv |
Silva, Maurício Pedro da Silva, Maurício Pedro da Mafra, Jason Ferreira Dickmann, Ivo Baptista, Ana Maria Haddad Navas, Diana |
dc.subject.por.fl_str_mv |
educação ambiental ecopedagogia sustentabilidade meio ambiente prática docente |
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 |
dc.subject.eng.fl_str_mv |
environmental education ecopedagogy sustainability environment teaching practice |
dc.subject.spa.fl_str_mv |
educación ambiental ecopedagogía sostenibilidad medio ambiente práctica docente |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
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. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-08-25 |
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2022-06-01T18:12:36Z |
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Romão, Roberta de Araújo. Educação ambiental e ecopedagogia: desafios da prática docente. 2021. 158 f. Dissertação( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo. |
dc.identifier.uri.fl_str_mv |
http://bibliotecatede.uninove.br/handle/tede/2957 |
identifier_str_mv |
Romão, Roberta de Araújo. Educação ambiental e ecopedagogia: desafios da prática docente. 2021. 158 f. Dissertação( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo. |
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Universidade Nove de Julho |
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