Aprendizagem e espiritualidade em Ecovilas : quando “o Universo todo ensina”
Autor(a) principal: | |
---|---|
Data de Publicação: | 2017 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_RS |
Texto Completo: | http://tede2.pucrs.br/tede2/handle/tede/7372 |
Resumo: | This research aims to investigate learning processes in ecovillages. Ecovillages are defined as intentional communities that seek a sustainable way of life, turning into spaces where, often, environmental phenomenon and New Age spirituality get together. It is from considering contemporary scenery - characterized by the gap between sacred and profane from secularization processes; the environmental crisis that shows us the limits of consumerism, development at any cost, and instrumental rationality; and by the need of new ethics (or new ethic principles) - that contexts such as ecovillages become relevant because they offer, potentially, elements to rethink the relation human-world, ethics and to develop other sensibilities. From valuing learning as immersion in everyday life, by living together, these experiences turn into fertile context to reflect on educational practices, based on modern tradition, that reaffirm the dualisms body-mind, nature-culture, keeping the onto-epistemological bases that support the crisis (spiritual, environmental and ethical). It is an ethnographic research with a multi-sited approach, from which we followed the “ecovillage phenomenon” through two different sites: one ecovillage in the South of Brazil (Arca Verde) and one ecovillage in the north of Scotland (Findhorn). Arca Verde was chosen because it is an Institute/Community with acknowledged expertise on environmental issues, through Permaculture, in the south of Brazil. Findhorn was chosen because of its lenght, generational shifts, and for being an acknowledged center of environmental education and education for sustainability, alongside Global Ecovillage Network (GEN), UN and other projects at global level. From looking at their abyssal differences: age, size, folk, cultural context etc., we also find similarities in their practices and narratives. Both of them identify with the target “Ecovillage”, sharing the same “definition”. The fieldwork was done, respectively, from September 2013 to September 2014, and from May 2015 to March 2016. Resonating with Ecological Epistemologies and New Materialisms, taking situated learning, communities of practices and education of attention approaches, learning is understood as part of every social practice, which happens when people get together to coparticipate in collective endeavors. Learning is understood as a process from which we become who we are, with no need of teaching and not as an individual achievement, but rather, a process that happens when people are engaged and coparticipating in activities from which subjects and world coemerge, in a recursive correspondence. Results indicate more than rational ways of learning in a more than human world, that include: interaction with the dimension of sacredness in nature (being that human or non-human), revealing a search for transcendence in immanence; practice of rituals with whom one can learn to be “in tune” with oneself or with others, and education of senses and emotions. |
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Carvalho, Isabel Cristina de Moura001.533.717-06http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4782300D2001.978.440-65http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4705987P4Comunello, Luciele Nardi2017-06-26T15:02:06Z2017-02-20http://tede2.pucrs.br/tede2/handle/tede/7372This research aims to investigate learning processes in ecovillages. Ecovillages are defined as intentional communities that seek a sustainable way of life, turning into spaces where, often, environmental phenomenon and New Age spirituality get together. It is from considering contemporary scenery - characterized by the gap between sacred and profane from secularization processes; the environmental crisis that shows us the limits of consumerism, development at any cost, and instrumental rationality; and by the need of new ethics (or new ethic principles) - that contexts such as ecovillages become relevant because they offer, potentially, elements to rethink the relation human-world, ethics and to develop other sensibilities. From valuing learning as immersion in everyday life, by living together, these experiences turn into fertile context to reflect on educational practices, based on modern tradition, that reaffirm the dualisms body-mind, nature-culture, keeping the onto-epistemological bases that support the crisis (spiritual, environmental and ethical). It is an ethnographic research with a multi-sited approach, from which we followed the “ecovillage phenomenon” through two different sites: one ecovillage in the South of Brazil (Arca Verde) and one ecovillage in the north of Scotland (Findhorn). Arca Verde was chosen because it is an Institute/Community with acknowledged expertise on environmental issues, through Permaculture, in the south of Brazil. Findhorn was chosen because of its lenght, generational shifts, and for being an acknowledged center of environmental education and education for sustainability, alongside Global Ecovillage Network (GEN), UN and other projects at global level. From looking at their abyssal differences: age, size, folk, cultural context etc., we also find similarities in their practices and narratives. Both of them identify with the target “Ecovillage”, sharing the same “definition”. The fieldwork was done, respectively, from September 2013 to September 2014, and from May 2015 to March 2016. Resonating with Ecological Epistemologies and New Materialisms, taking situated learning, communities of practices and education of attention approaches, learning is understood as part of every social practice, which happens when people get together to coparticipate in collective endeavors. Learning is understood as a process from which we become who we are, with no need of teaching and not as an individual achievement, but rather, a process that happens when people are engaged and coparticipating in activities from which subjects and world coemerge, in a recursive correspondence. Results indicate more than rational ways of learning in a more than human world, that include: interaction with the dimension of sacredness in nature (being that human or non-human), revealing a search for transcendence in immanence; practice of rituals with whom one can learn to be “in tune” with oneself or with others, and education of senses and emotions.Esta pesquisa tem como tema a aprendizagem em ecovilas. Ecovilas são definidas como comunidades intencionais que buscam um estilo de vida sustentável, sendo espaços onde, frequentemente, o fenômeno ambiental e o movimento New Age - ecologia e espiritualidade - se encontram. Considerando o cenário contemporâneo - caracterizado por: uma cisão entre o sagrado e o profano decorrente dos processos de secularização; uma crise ambiental que enuncia os limites do consumismo, do desenvolvimento a qualquer custo e da razão instrumental; e uma necessidade de uma nova ética (ou novos fundamentos éticos) - é que contextos como as ecovilas tornam-se relevantes por oferecerem, potencialmente, elementos para repensar a relação humano-mundo, a ética e para incitar outras sensibilidades. Ao valorizarem a aprendizagem como imersão na vida cotidiana, na convivência, essas experiências se apresentam como campo fértil para refletirmos acerca de práticas educacionais embasadas na tradição moderna, que reafirmam os dualismos mente-corpo, cultura-natureza, mantendo as bases onto-epistemológicas que sustentam a própria crise (espiritual, ambiental e ética). Trata-se de uma pesquisa etnográfica de caráter multi-situado, em que seguimos o fenômeno das ecovilas em dois contextos distintos: uma ecovila o sul do Brasil (Arca Verde) e uma ecovila no norte da Escócia (Findhorn). A ecovila Arca Verde foi escolhida pelo ser reconhecida na região sul do Brasil como um instituto/comunidade referência com relação às questões ambientais, através da Permacultura. Findhorn foi escolhida pelo seu tempo de existência, que inclui as passagens geracionais, e por ser referência como centro de educação ambiental e para a sustentabilidade, junto à Rede Global de Ecovilas (GEN), à ONU e outras iniciativas em nível global. Ao olhar para suas abissais diferenças: a idade, o tamanho, o público, o contexto cultural etc., também encontramos similaridades em suas práticas, narrativas. Ambas identificam-se com a noção de “Ecovilas”, compartilhando de uma “mesma definição”. O trabalho de campo foi realizado, respectivamente, nos períodos de setembro de 2013 a setembro de 2014 e maio de 2015 a março de 2016. Em consonância com a perspectiva das Epistemologias Ecológicas e dos Novos Materialismos, tomando as perspectivas da aprendizagem situada e comunidades de prática, bem como da educação da atenção, compreendemos a aprendizagem como dimensão de toda a prática social, que acontece no engajamento da pessoa como um todo em processos de coparticipação em empreendimentos comuns. A aprendizagem é compreendida, aqui, como o processo a partir do qual nos tornamos o que somos e que prescinde de situações de ensino. Não se reduz a uma atividade individual, mas se dá no engajamento e coparticipação em atividades a partir das quais sujeitos e mundo coemergem em um processo constante e recursivo de correspondência. Os resultados apontam para modos mais que racionais de aprender em um mundo mais que humano, que envolvem: a interação com a dimensão do sagrado na natureza (seja em sua manifestação humana ou não humana), revelando uma busca de transcendência na imanência, a prática de rituais, com os quais se pode aprender a “sintonizar”, consigo e com o outro, e a educação dos sentidos e das emoções.Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-06-26T15:02:06Z No. of bitstreams: 1 TES_LUCIELE_NARDI_COMUNELLO_PARCIAL.pdf: 733520 bytes, checksum: a7bb95110d85b8738138d286620ebd48 (MD5)Made available in DSpace on 2017-06-26T15:02:06Z (GMT). No. of bitstreams: 1 TES_LUCIELE_NARDI_COMUNELLO_PARCIAL.pdf: 733520 bytes, checksum: a7bb95110d85b8738138d286620ebd48 (MD5) Previous issue date: 2017-02-20Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESConselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPqapplication/pdfhttp://tede2.pucrs.br:80/tede2/retrieve/168770/TES_LUCIELE_NARDI_COMUNELLO_PARCIAL.pdf.jpgporPontifícia Universidade Católica do Rio Grande do SulPrograma de Pós-Graduação em EducaçãoPUCRSBrasilEscola de HumanidadesAprendizagemEspiritualidade New AgeEcovilasEducaçãoAntropologiaCIENCIAS HUMANAS::EDUCACAOAprendizagem e espiritualidade em Ecovilas : quando “o Universo todo ensina”info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-8451285793228477937600600600600600-6557531471218110192-2403458189103523672075167498588264571-2555911436985713659info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAILTES_LUCIELE_NARDI_COMUNELLO_PARCIAL.pdf.jpgTES_LUCIELE_NARDI_COMUNELLO_PARCIAL.pdf.jpgimage/jpeg3175http://tede2.pucrs.br/tede2/bitstream/tede/7372/5/TES_LUCIELE_NARDI_COMUNELLO_PARCIAL.pdf.jpg84f9f1be0661cb5dc3cda29a0538d63cMD55TEXTTES_LUCIELE_NARDI_COMUNELLO_PARCIAL.pdf.txtTES_LUCIELE_NARDI_COMUNELLO_PARCIAL.pdf.txttext/plain118090http://tede2.pucrs.br/tede2/bitstream/tede/7372/4/TES_LUCIELE_NARDI_COMUNELLO_PARCIAL.pdf.txt5f5fbe1533ad0bfc22dd2a14bfc41748MD54LICENSElicense.txtlicense.txttext/plain; charset=utf-8590http://tede2.pucrs.br/tede2/bitstream/tede/7372/3/license.txt220e11f2d3ba5354f917c7035aadef24MD53ORIGINALTES_LUCIELE_NARDI_COMUNELLO_PARCIAL.pdfTES_LUCIELE_NARDI_COMUNELLO_PARCIAL.pdfapplication/pdf733520http://tede2.pucrs.br/tede2/bitstream/tede/7372/2/TES_LUCIELE_NARDI_COMUNELLO_PARCIAL.pdfa7bb95110d85b8738138d286620ebd48MD52tede/73722017-06-26 20:00:37.975oai:tede2.pucrs.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2017-06-26T23:00:37Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
Aprendizagem e espiritualidade em Ecovilas : quando “o Universo todo ensina” |
title |
Aprendizagem e espiritualidade em Ecovilas : quando “o Universo todo ensina” |
spellingShingle |
Aprendizagem e espiritualidade em Ecovilas : quando “o Universo todo ensina” Comunello, Luciele Nardi Aprendizagem Espiritualidade New Age Ecovilas Educação Antropologia CIENCIAS HUMANAS::EDUCACAO |
title_short |
Aprendizagem e espiritualidade em Ecovilas : quando “o Universo todo ensina” |
title_full |
Aprendizagem e espiritualidade em Ecovilas : quando “o Universo todo ensina” |
title_fullStr |
Aprendizagem e espiritualidade em Ecovilas : quando “o Universo todo ensina” |
title_full_unstemmed |
Aprendizagem e espiritualidade em Ecovilas : quando “o Universo todo ensina” |
title_sort |
Aprendizagem e espiritualidade em Ecovilas : quando “o Universo todo ensina” |
author |
Comunello, Luciele Nardi |
author_facet |
Comunello, Luciele Nardi |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Carvalho, Isabel Cristina de Moura |
dc.contributor.advisor1ID.fl_str_mv |
001.533.717-06 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4782300D2 |
dc.contributor.authorID.fl_str_mv |
001.978.440-65 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4705987P4 |
dc.contributor.author.fl_str_mv |
Comunello, Luciele Nardi |
contributor_str_mv |
Carvalho, Isabel Cristina de Moura |
dc.subject.por.fl_str_mv |
Aprendizagem Espiritualidade New Age Ecovilas Educação Antropologia |
topic |
Aprendizagem Espiritualidade New Age Ecovilas Educação Antropologia CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This research aims to investigate learning processes in ecovillages. Ecovillages are defined as intentional communities that seek a sustainable way of life, turning into spaces where, often, environmental phenomenon and New Age spirituality get together. It is from considering contemporary scenery - characterized by the gap between sacred and profane from secularization processes; the environmental crisis that shows us the limits of consumerism, development at any cost, and instrumental rationality; and by the need of new ethics (or new ethic principles) - that contexts such as ecovillages become relevant because they offer, potentially, elements to rethink the relation human-world, ethics and to develop other sensibilities. From valuing learning as immersion in everyday life, by living together, these experiences turn into fertile context to reflect on educational practices, based on modern tradition, that reaffirm the dualisms body-mind, nature-culture, keeping the onto-epistemological bases that support the crisis (spiritual, environmental and ethical). It is an ethnographic research with a multi-sited approach, from which we followed the “ecovillage phenomenon” through two different sites: one ecovillage in the South of Brazil (Arca Verde) and one ecovillage in the north of Scotland (Findhorn). Arca Verde was chosen because it is an Institute/Community with acknowledged expertise on environmental issues, through Permaculture, in the south of Brazil. Findhorn was chosen because of its lenght, generational shifts, and for being an acknowledged center of environmental education and education for sustainability, alongside Global Ecovillage Network (GEN), UN and other projects at global level. From looking at their abyssal differences: age, size, folk, cultural context etc., we also find similarities in their practices and narratives. Both of them identify with the target “Ecovillage”, sharing the same “definition”. The fieldwork was done, respectively, from September 2013 to September 2014, and from May 2015 to March 2016. Resonating with Ecological Epistemologies and New Materialisms, taking situated learning, communities of practices and education of attention approaches, learning is understood as part of every social practice, which happens when people get together to coparticipate in collective endeavors. Learning is understood as a process from which we become who we are, with no need of teaching and not as an individual achievement, but rather, a process that happens when people are engaged and coparticipating in activities from which subjects and world coemerge, in a recursive correspondence. Results indicate more than rational ways of learning in a more than human world, that include: interaction with the dimension of sacredness in nature (being that human or non-human), revealing a search for transcendence in immanence; practice of rituals with whom one can learn to be “in tune” with oneself or with others, and education of senses and emotions. |
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2017 |
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