EPISTEMOLOGICAL FUNDAMENTALS OF SOCIO-ENVIRONMENTAL EDUCATION
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Reamec |
Texto Completo: | https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12178 |
Resumo: | This article aims to present the epistemological foundations of Socio-Environmental Education from a theoretical study carried out with a view to the assumptions that guided Environmental Education from the 1970s. This is, in this sense, a bibliographical research carried out in books, documents, articles and periodicals, in which it was questioned: the guidelines that have guided environmental education in recent years indicate which epistemological relationships of socio-environmental education?.Data analysis was performed using the technique of content analysis, with the aim of generating interpretations, inferences and categories that unveiled epistemological elements of socio-environmental education. The compiled material was structured in three pillars (categories): a) nature and society relationship; b) environment and heritage relationship; c) environment and citizenship relationship. These categories were mainly supported by the Complexity of Knowledge Theory, from the point of view of Edgar Morin (2007, 2010), Morin, Ciurana and Motta (2009); in the Environmental Complexity proposed by Enrique Leff (2003) and in the discussion about interdisciplinarity based on the conceptions of Silva (2009) and Fazenda (2011). It is concluded, therefore, that the epistemological bases of socio-environmental education evidenced by the research align dialogues and conceptions of knowledge for understanding and acting on socio-environmental issues in a complex, interdisciplinary way and make it possible to design/articulate practices educational transformative. |
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EPISTEMOLOGICAL FUNDAMENTALS OF SOCIO-ENVIRONMENTAL EDUCATIONFUNDAMENTOS EPISTEMOLÓGICOS DE LA EDUCACIÓN SOCIOAMBIENTALFUNDAMENTOS EPISTEMOLÓGICOS DA EDUCAÇÃO SOCIOAMBIENTALEpistemologíaFundamentosEducación SocioambientalEpistemologyFundamentalsSocioenvironmental educationEpistemologiaFundamentosEducação SocioambientalThis article aims to present the epistemological foundations of Socio-Environmental Education from a theoretical study carried out with a view to the assumptions that guided Environmental Education from the 1970s. This is, in this sense, a bibliographical research carried out in books, documents, articles and periodicals, in which it was questioned: the guidelines that have guided environmental education in recent years indicate which epistemological relationships of socio-environmental education?.Data analysis was performed using the technique of content analysis, with the aim of generating interpretations, inferences and categories that unveiled epistemological elements of socio-environmental education. The compiled material was structured in three pillars (categories): a) nature and society relationship; b) environment and heritage relationship; c) environment and citizenship relationship. These categories were mainly supported by the Complexity of Knowledge Theory, from the point of view of Edgar Morin (2007, 2010), Morin, Ciurana and Motta (2009); in the Environmental Complexity proposed by Enrique Leff (2003) and in the discussion about interdisciplinarity based on the conceptions of Silva (2009) and Fazenda (2011). It is concluded, therefore, that the epistemological bases of socio-environmental education evidenced by the research align dialogues and conceptions of knowledge for understanding and acting on socio-environmental issues in a complex, interdisciplinary way and make it possible to design/articulate practices educational transformative.Este artículo tiene como objetivo presentar los fundamentos epistemológicos de la Educación Socioambiental, a través de un estudio teórico realizado con vistas a los presupuestos que orientaron la educación ambiental a partir de la década de 1970. Documentos, artículos y publicaciones periódicas, en los que se cuestionó: los lineamientos que orientaron la educación ambiental, implementada en los últimos años, ¿cuáles son las bases epistemológicas de la educación socioambiental? El análisis se realizó a través de la técnica de análisis de contenido, con el fin de generar interpretaciones, inferencias y categorías que revelaran elementos epistemológicos de la educación socioambiental. El material recopilado se estructuró en tres pilares (categorías): a) relación naturaleza y sociedad; b) relación entre medio ambiente y patrimonio; yc) relación entre medio ambiente y ciudadanía. Estas categorías fueron sustentadas principalmente por la Teoría de la Complejidad del Conocimiento, desde el punto de vista de Edgar Morin (2007, 2010), Morin, Ciurana y Motta (2009); en la Complejidad Ambiental propuesta por Enrique Leff (2003) y en la discusión sobre la interdisciplinariedad a partir de las concepciones de Silva (2009) y Fazenda (2011). Se concluye, por tanto, que las bases epistemológicas de la educación socioambiental evidenciadas por la investigación alinean diálogos y concepciones de saberes para comprender y actuar sobre las cuestiones socioambientales de forma compleja, interdisciplinaria y viabilizan diseñar/articular procesos educativos transformadores.Este artigo tem por objetivo apresentar fundamentos epistemológicos da Educação Socioambiental, por meio de um estudo teórico realizado com vistas aos pressupostos que balizaram a Educação ambiental a partir da década de 1970. Trata-se, nesse sentido, de uma pesquisa bibliográfica realizada em livros, documentos, artigos e periódicos, no qual questionou-se: as orientações que nortearam a educação ambiental, implementada nos últimos anos, apontam que bases epistemológicas da educação socioambiental? A análise dos foi realizada por meio da técnica da análise de conteúdo, com o intuito de gerar intepretações, inferências e categorias que descortinassem elementos epistemológicos da educação socioambiental. O material compilado foi estruturado em três pilares (categorias): a) relação natureza e sociedade; b) relação ambiente e patrimônio; e c) relação ambiente e cidadania. Essas categorias foram subsidiadas, principalmente, pela Teoria da Complexidade do Conhecimento, sob o ponto de vista de Edgar Morin (2007, 2010), Morin, Ciurana e Motta (2009); na Complexidade Ambiental proposta por Enrique Leff (2003) e na discussão acerca da interdisciplinaridade fundamentada nas concepções de Silva (2009) e Fazenda (2011). Conclui-se, assim, que as bases epistemológicas da educação socioambiental evidenciadas pela pesquisa alinham diálogos e concepções do saber para o entendimento e a atuação sobre questões socioambientais de forma complexa, interdisciplinar e possibilitam projetar/articular práticas educativas transformadoras.Universidade Federal de Mato Grosso (UFMT)2022-01-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado pelos paresapplication/pdfapplication/ziphttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/1217810.26571/reamec.v10i1.12178 REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 10 Núm. 1 (2022): Janeiro a abril de 2022; e22008REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 10 n. 1 (2022): Janeiro a abril de 2022; e22008REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 10 No. 1 (2022): Janeiro a abril de 2022; e220082318-6674reponame:Revista Reamecinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMTporhttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12178/10219https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12178/11282https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12178/11283https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12178/11284https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12178/11286https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12178/11285Copyright (c) 2022 Priscyla Cristinny Santiago da Luz, Maria de Fátima Vilhena da Silvahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessLuz, Priscyla Cristinny Santiago daSilva, Maria de Fátima Vilhena da2022-05-08T00:05:46Zoai:periodicoscientificos.ufmt.br:article/12178Revistahttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/indexPUBhttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/oairevistareamec@gmail.com||2318-66742318-6674opendoar:2022-05-08T00:05:46Revista Reamec - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
EPISTEMOLOGICAL FUNDAMENTALS OF SOCIO-ENVIRONMENTAL EDUCATION FUNDAMENTOS EPISTEMOLÓGICOS DE LA EDUCACIÓN SOCIOAMBIENTAL FUNDAMENTOS EPISTEMOLÓGICOS DA EDUCAÇÃO SOCIOAMBIENTAL |
title |
EPISTEMOLOGICAL FUNDAMENTALS OF SOCIO-ENVIRONMENTAL EDUCATION |
spellingShingle |
EPISTEMOLOGICAL FUNDAMENTALS OF SOCIO-ENVIRONMENTAL EDUCATION Luz, Priscyla Cristinny Santiago da Epistemología Fundamentos Educación Socioambiental Epistemology Fundamentals Socioenvironmental education Epistemologia Fundamentos Educação Socioambiental |
title_short |
EPISTEMOLOGICAL FUNDAMENTALS OF SOCIO-ENVIRONMENTAL EDUCATION |
title_full |
EPISTEMOLOGICAL FUNDAMENTALS OF SOCIO-ENVIRONMENTAL EDUCATION |
title_fullStr |
EPISTEMOLOGICAL FUNDAMENTALS OF SOCIO-ENVIRONMENTAL EDUCATION |
title_full_unstemmed |
EPISTEMOLOGICAL FUNDAMENTALS OF SOCIO-ENVIRONMENTAL EDUCATION |
title_sort |
EPISTEMOLOGICAL FUNDAMENTALS OF SOCIO-ENVIRONMENTAL EDUCATION |
author |
Luz, Priscyla Cristinny Santiago da |
author_facet |
Luz, Priscyla Cristinny Santiago da Silva, Maria de Fátima Vilhena da |
author_role |
author |
author2 |
Silva, Maria de Fátima Vilhena da |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Luz, Priscyla Cristinny Santiago da Silva, Maria de Fátima Vilhena da |
dc.subject.por.fl_str_mv |
Epistemología Fundamentos Educación Socioambiental Epistemology Fundamentals Socioenvironmental education Epistemologia Fundamentos Educação Socioambiental |
topic |
Epistemología Fundamentos Educación Socioambiental Epistemology Fundamentals Socioenvironmental education Epistemologia Fundamentos Educação Socioambiental |
description |
This article aims to present the epistemological foundations of Socio-Environmental Education from a theoretical study carried out with a view to the assumptions that guided Environmental Education from the 1970s. This is, in this sense, a bibliographical research carried out in books, documents, articles and periodicals, in which it was questioned: the guidelines that have guided environmental education in recent years indicate which epistemological relationships of socio-environmental education?.Data analysis was performed using the technique of content analysis, with the aim of generating interpretations, inferences and categories that unveiled epistemological elements of socio-environmental education. The compiled material was structured in three pillars (categories): a) nature and society relationship; b) environment and heritage relationship; c) environment and citizenship relationship. These categories were mainly supported by the Complexity of Knowledge Theory, from the point of view of Edgar Morin (2007, 2010), Morin, Ciurana and Motta (2009); in the Environmental Complexity proposed by Enrique Leff (2003) and in the discussion about interdisciplinarity based on the conceptions of Silva (2009) and Fazenda (2011). It is concluded, therefore, that the epistemological bases of socio-environmental education evidenced by the research align dialogues and conceptions of knowledge for understanding and acting on socio-environmental issues in a complex, interdisciplinary way and make it possible to design/articulate practices educational transformative. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-01-27 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artigo avaliado pelos pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12178 10.26571/reamec.v10i1.12178 |
url |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12178 |
identifier_str_mv |
10.26571/reamec.v10i1.12178 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12178/10219 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12178/11282 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12178/11283 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12178/11284 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12178/11286 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12178/11285 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Priscyla Cristinny Santiago da Luz, Maria de Fátima Vilhena da Silva https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Priscyla Cristinny Santiago da Luz, Maria de Fátima Vilhena da Silva https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/zip |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso (UFMT) |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso (UFMT) |
dc.source.none.fl_str_mv |
REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 10 Núm. 1 (2022): Janeiro a abril de 2022; e22008 REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 10 n. 1 (2022): Janeiro a abril de 2022; e22008 REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 10 No. 1 (2022): Janeiro a abril de 2022; e22008 2318-6674 reponame:Revista Reamec instname:Universidade Federal de Mato Grosso (UFMT) instacron:UFMT |
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Universidade Federal de Mato Grosso (UFMT) |
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UFMT |
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UFMT |
reponame_str |
Revista Reamec |
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Revista Reamec |
repository.name.fl_str_mv |
Revista Reamec - Universidade Federal de Mato Grosso (UFMT) |
repository.mail.fl_str_mv |
revistareamec@gmail.com|| |
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1797174816538624000 |