Reflexões pedagógicas para que o planeta viva e viva bem

• Autor(a) principal: Barros, Ana Lúcia Abib de
• Data de Publicação: 2011
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/28750
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO; Pedagogia ambiental; Educação ambiental; Amor; Meio ambiente; Harmonia; Preservação; ] Fé; Environmental education; Environmental education; Love; Environment; | Harmony; Preservation; Faith

Based upon the environmental education history and upon pedagogical, psychological and theological concepts, the purpose of this study is to propose an environmental reflection on the conception of environmental pedagogy, providing a new way of teaching with focus on testimonies and analyzing the difficulties encountered by us to harmoniously live in this world, which is our home, and even with our primary home: our body. We reflected on the environmental concepts, with stronger focus on the human than on the ecological sense. We believe that education is essential in this process of transformation into a sustainable environment; however, without communion of all, i.e., of God, of human beings and of nature, we will not achieve considerable progress; thus, from that perspective, we indicated the difficulties encountered in such process, and the solution, which is life in communion with everyone. Environmental history begins jointly with the human being history; however, we contemplate history as from the industrial revolution and appreciate environmental harmony more than the political and economical aspects of society. We propose environmental education determined by the terms return, clarify, justify and recover, in which we will address prevention and recovery as pedagogical and preservation action as purpose of the environmental education. We propose pedagogy aiming at stimulating individuals in their totality, appreciating the interaction among pedagogy, psychology and theology with methodology with focus on testimonies and strengthened by the energy of love. We analyzed some environmental documents like the National Curricula Parameters: Environment and Health, indicating their value to include environmental education as cross-cutting theme, despite the fact that we analyzed whether addressing environmental education as cross-cutting theme is feasible or not. According to what we heard from the teachers, we observed that there are difficulties in such cross-cutting study, in spite of the enthusiasm thereof. We conclude that environmental education must be continuous, with committed involvement of all sectors of the community, with no fad or particular interests. Environmental education has its own identity that must provide for interaction among pedagogy, psychology and theology and respect for a healthy community life