Environmental issues as generating issues: contributions to a critical, transforming and emancipating environmental educating methodology

Detalhes bibliográficos
Autor(a) principal: Tozoni-Reis, Marília Freitas de Campos
Data de Publicação: 2006
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educar em Revista
Texto Completo: https://revistas.ufpr.br/educar/article/view/6467
Resumo: The emancipating and critical environmental education demands that knowledge must be adequate, build up in a dynamic, collective, cooperating, continuous, interdisciplinary, democratic and participating way directed to the construction of self-maintaining societies. This paper deals with environmental issues as generating issues for an environmental education inspired in Paulo Freire’s pedagogy. According to him to educate is to know the reality in its experienced situations, as an ongoing critical process of closeness to the reality itself: to understand, to ponder, to criticize and to act are the intended pedagogical attitudes. The generating issues are strategic methods of a process of awareness about an oppressive reality in unequal societies. Such issues are the starting point to the process of building up a discovery. The generating issues spring out of the popular knowledge, taken from the daily life of the educating ones in order to replace the traditional contents. The political aspect of Paulo Freire’s pedagogy are to be seen in the generating issues insofar as these ones contemplate the social and political contents that are meaningful to the life of the educating people. In this way all the educating proposals should take into consideration the local environmental issues as generating issues to the desired consciousness. Finally, it is important to say that the educating people should take part in defining and determining the issues that represent their interests as the content for an environmental and social action.
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spelling Environmental issues as generating issues: contributions to a critical, transforming and emancipating environmental educating methodologyTemas ambientais como “temas geradores”: contribuições para uma metodologia educativa ambiental crítica, transformadora e emancipatóriatemas ambientais; temas geradores; metodologia da educação ambiental; conscientização; environmental issues; generating issues; environmental education methodology; awarenessThe emancipating and critical environmental education demands that knowledge must be adequate, build up in a dynamic, collective, cooperating, continuous, interdisciplinary, democratic and participating way directed to the construction of self-maintaining societies. This paper deals with environmental issues as generating issues for an environmental education inspired in Paulo Freire’s pedagogy. According to him to educate is to know the reality in its experienced situations, as an ongoing critical process of closeness to the reality itself: to understand, to ponder, to criticize and to act are the intended pedagogical attitudes. The generating issues are strategic methods of a process of awareness about an oppressive reality in unequal societies. Such issues are the starting point to the process of building up a discovery. The generating issues spring out of the popular knowledge, taken from the daily life of the educating ones in order to replace the traditional contents. The political aspect of Paulo Freire’s pedagogy are to be seen in the generating issues insofar as these ones contemplate the social and political contents that are meaningful to the life of the educating people. In this way all the educating proposals should take into consideration the local environmental issues as generating issues to the desired consciousness. Finally, it is important to say that the educating people should take part in defining and determining the issues that represent their interests as the content for an environmental and social action.A educação ambiental crítica e emancipatória exige que os conhecimentos sejam apropriados, construídos, de forma dinâmica, coletiva, cooperativa, contínua, interdisciplinar, democrática e participativa, voltados para a construção de sociedades sustentáveis. Este artigo trata dos temas ambientais como temas geradores para a educação ambiental, inspirados na pedagogia Paulo Freire, para quem educar é um ato de conhecimento da realidade concreta, das situações vividas, um processo de aproximação crítica da própria realidade: compreender, refletir, criticar e agir são as ações pedagógicas pretendidas. Os temas geradores são, portanto, estratégias metodológicas de um processo de conscientização da realidade opressora vivida nas sociedades desiguais; são o ponto de partida para o processo de construção da descoberta, e, por emergir do saber popular, os temas geradores são extraídos da prática de vida dos educandos, substituindo os conteúdos tradicionais e buscados através da pesquisa do universo dos educandos. O caráter político da pedagogia freireana faz-se presente, de forma radical, nos temas geradores, isto é, temas geradores só são geradores de ação-reflexão-ação se forem carregados de conteúdos sociais e políticos com significado concreto para a vida dos educandos. Assim, as propostas educativas ambientais conscientizadoras podem tomar os temas ambientais locais como temas geradores desta ação conscientizadora, desde que estes temas contenham conteúdos socioambientais significativos para os educandos e sejam definidos coletiva e participativamente.UFPR2006-10-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ufpr.br/educar/article/view/6467Educar em Revista; v. 22, n. 27 (2006); p. 93-110Educar em Revista; v. 22, n. 27 (2006); p. 93-110Educar em Revista; v. 22, n. 27 (2006); p. 93-1101984-04110104-4060reponame:Educar em Revistainstname:Universidade Federal do Paraná (UFPR)instacron:UFPRporhttps://revistas.ufpr.br/educar/article/view/6467/4656https://revistas.ufpr.br/educar/article/view/6467/31470Tozoni-Reis, Marília Freitas de Camposinfo:eu-repo/semantics/openAccess2017-06-29T00:11:30Zoai:revistas.ufpr.br:article/6467Revistahttps://revistas.ufpr.br/educarPUBhttps://revistas.ufpr.br/educar/oaieducar.ufpr2016@gmail.com||educar@ufpr.br0104-40601984-0411opendoar:2017-06-29T00:11:30Educar em Revista - Universidade Federal do Paraná (UFPR)false
dc.title.none.fl_str_mv Environmental issues as generating issues: contributions to a critical, transforming and emancipating environmental educating methodology
Temas ambientais como “temas geradores”: contribuições para uma metodologia educativa ambiental crítica, transformadora e emancipatória
title Environmental issues as generating issues: contributions to a critical, transforming and emancipating environmental educating methodology
spellingShingle Environmental issues as generating issues: contributions to a critical, transforming and emancipating environmental educating methodology
Tozoni-Reis, Marília Freitas de Campos
temas ambientais; temas geradores; metodologia da educação ambiental; conscientização; environmental issues; generating issues; environmental education methodology; awareness
title_short Environmental issues as generating issues: contributions to a critical, transforming and emancipating environmental educating methodology
title_full Environmental issues as generating issues: contributions to a critical, transforming and emancipating environmental educating methodology
title_fullStr Environmental issues as generating issues: contributions to a critical, transforming and emancipating environmental educating methodology
title_full_unstemmed Environmental issues as generating issues: contributions to a critical, transforming and emancipating environmental educating methodology
title_sort Environmental issues as generating issues: contributions to a critical, transforming and emancipating environmental educating methodology
author Tozoni-Reis, Marília Freitas de Campos
author_facet Tozoni-Reis, Marília Freitas de Campos
author_role author
dc.contributor.author.fl_str_mv Tozoni-Reis, Marília Freitas de Campos
dc.subject.por.fl_str_mv temas ambientais; temas geradores; metodologia da educação ambiental; conscientização; environmental issues; generating issues; environmental education methodology; awareness
topic temas ambientais; temas geradores; metodologia da educação ambiental; conscientização; environmental issues; generating issues; environmental education methodology; awareness
description The emancipating and critical environmental education demands that knowledge must be adequate, build up in a dynamic, collective, cooperating, continuous, interdisciplinary, democratic and participating way directed to the construction of self-maintaining societies. This paper deals with environmental issues as generating issues for an environmental education inspired in Paulo Freire’s pedagogy. According to him to educate is to know the reality in its experienced situations, as an ongoing critical process of closeness to the reality itself: to understand, to ponder, to criticize and to act are the intended pedagogical attitudes. The generating issues are strategic methods of a process of awareness about an oppressive reality in unequal societies. Such issues are the starting point to the process of building up a discovery. The generating issues spring out of the popular knowledge, taken from the daily life of the educating ones in order to replace the traditional contents. The political aspect of Paulo Freire’s pedagogy are to be seen in the generating issues insofar as these ones contemplate the social and political contents that are meaningful to the life of the educating people. In this way all the educating proposals should take into consideration the local environmental issues as generating issues to the desired consciousness. Finally, it is important to say that the educating people should take part in defining and determining the issues that represent their interests as the content for an environmental and social action.
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dc.source.none.fl_str_mv Educar em Revista; v. 22, n. 27 (2006); p. 93-110
Educar em Revista; v. 22, n. 27 (2006); p. 93-110
Educar em Revista; v. 22, n. 27 (2006); p. 93-110
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