(in) sustentabilidade na educação: o que está por trás do livro didático?

• Autor(a) principal: Ribeiro, Maria Sílvia
• Data de Publicação: 2019
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/22317
• topic: Teoria social da mídia; Livros didáticos; Ideologia; Educação - Aspectos sociais; Sustentabilidade - Estudo e ensino; Social theory of the media; Textbooks; Ideology; Education - Social aspects; Sustainability - Study and teaching; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL

This study makes part of the research field "Social Psychology contributions in understanding social problems", of the Post Graduate Program in Social Psychology of Pontifícia Universidade Católica de São Paulo, in Studies Group of Gender, Race and Age (NEGRI), which aims to analyze discursive productions of natural science textbooks authors, on education and sustainability. We understand that contemporary societies are strongly organized based on scientific and technological development and, at the same time, structured around inequalities axes. We start from the assumption that sustainability is a notion that can be used to make different ideas and societies projects. We conceive didactic literature as educational media. In this context we consider that textbooks are entangled with broader continuity and changes in nowadays society, especially with the way in which educational practices define identifications, subjectivity, inclusions and exclusions, economies and global political projects. Thus, sustainability is a cross-cutting theme that brings together the research projects developed in NEGRI, whose studies are centered on understanding of inequalities axes and are interested in apprehending the ways in which symbolic forms intersect with power relations and domination. This research is supported by the contributions of John B. Thompson, named: social theory of the media, ideology and modern culture. As methodology we use depth hermeneutic. The results of the research indicate that textbooks’ authors, as social actors, through their work, contribute to the construction of a sustainable education, based on the development of a critical subjectivity, both in the ongoing teachers training and in the formation of elementary school students. Positioning are based on the principle of non-exclusion having as horizon the social and environmental justice, opposing all forms of exploitation, expropriation, consumerism, authoritarianism, prejudice and intolerance. The defend a public, secular, ethical, democratic, inclusive and with referenced quality education, understood in a plural direction, recognizing a multiplicity of positions as points of view from which visualize the different reality phenomena (scientific, political, religious, socio-environmental), which take the implications of social power relations. In their works it is confirmed that they adopt a conception of non-neutral education. We note an intentionality that aims an integral human formation through content and thinking and action skills. Therefore, in tune with the interdisciplinary and transdisciplinary perspective. Our analyzes point out that this is a very important contribution to the moment that we are living on a global level, particularly in Brazil, where we see resurfacing parties supporting a "school without a party", "without ideology" defending a neutral education, deprived of criticism and questioning