Post-Critical Environmental Education as a Possibility for more Sensitive Educational Practices

Detalhes bibliográficos
Autor(a) principal: Iared, Valéria Ghisloti
Data de Publicação: 2022
Outros Autores: Hofstatter, Lakshmi Juliane Vallim, Di Tullio, Ariane, Oliveira, Haydée Torres de
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Educação & Realidade
Texto Completo: https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/104609
Resumo: This manuscript presents the contributions of sensibility in the creation of affective bonds and engagement in environmental issues. The arguments were built from the content analysis of three doctoral research studies in which the results presented data that allowed for convergent reflections: I- experiences in nature during childhood, II- experiences and affective bonds with places and moments III- aesthetic/sensory experience in the environment. We conclude by arguing for the relevance of an ontological turn in research and in the deepening of studies that investigate the interface between new ecological epistemologies and environmental education.
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spelling Post-Critical Environmental Education as a Possibility for more Sensitive Educational PracticesEducação Ambiental Pós-Crítica como Possibilidade para Práticas Educativas Mais SensíveisVirada CorporalFenomenologia-HermenêuticaEducação Sensorial.Corporeal TurnPhenomenology-HermeneuticsSensory Education.This manuscript presents the contributions of sensibility in the creation of affective bonds and engagement in environmental issues. The arguments were built from the content analysis of three doctoral research studies in which the results presented data that allowed for convergent reflections: I- experiences in nature during childhood, II- experiences and affective bonds with places and moments III- aesthetic/sensory experience in the environment. We conclude by arguing for the relevance of an ontological turn in research and in the deepening of studies that investigate the interface between new ecological epistemologies and environmental education.O manuscrito apresenta contribuições da sensibilidade na criação de vínculos afetivos e engajamento nas temáticas ambientais. Os argumentos foram construídos a partir da análise de conteúdo de três pesquisas de doutorado, nas quais os resultados apresentaram dados que permitiram reflexões convergentes: I) vivências na natureza durante a infância, II) vivências e vinculações afetivas aos lugares e momentos, III) experiência estética/sensorial no meio ambiente. Concluímos argumentando pela relevância de uma virada ontológica na pesquisa e no aprofundamento de estudos que investiguem a interface entre as novas epistemologias ecológicas e a educação ambiental.FACED - UFRGS2022-02-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/104609Educação & Realidade [Education & Reality]; Vol. 46 No. 3 (2021)Educação & Realidade; v. 46 n. 3 (2021)2175-62360100-3143reponame:Educação & Realidadeinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporenghttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/104609/66289https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/104609/66290Copyright (c) 2021 Educação & Realidadeinfo:eu-repo/semantics/openAccessIared, Valéria GhislotiHofstatter, Lakshmi Juliane VallimDi Tullio, ArianeOliveira, Haydée Torres de2022-03-21T22:22:16Zoai:seer.ufrgs.br:article/104609Revistahttps://seer.ufrgs.br/educacaoerealidadePUBhttps://seer.ufrgs.br/educacaoerealidade/oai||educreal@ufrgs.br2175-62360100-3143opendoar:2022-03-21T22:22:16Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv Post-Critical Environmental Education as a Possibility for more Sensitive Educational Practices
Educação Ambiental Pós-Crítica como Possibilidade para Práticas Educativas Mais Sensíveis
title Post-Critical Environmental Education as a Possibility for more Sensitive Educational Practices
spellingShingle Post-Critical Environmental Education as a Possibility for more Sensitive Educational Practices
Iared, Valéria Ghisloti
Virada Corporal
Fenomenologia-Hermenêutica
Educação Sensorial.
Corporeal Turn
Phenomenology-Hermeneutics
Sensory Education.
title_short Post-Critical Environmental Education as a Possibility for more Sensitive Educational Practices
title_full Post-Critical Environmental Education as a Possibility for more Sensitive Educational Practices
title_fullStr Post-Critical Environmental Education as a Possibility for more Sensitive Educational Practices
title_full_unstemmed Post-Critical Environmental Education as a Possibility for more Sensitive Educational Practices
title_sort Post-Critical Environmental Education as a Possibility for more Sensitive Educational Practices
author Iared, Valéria Ghisloti
author_facet Iared, Valéria Ghisloti
Hofstatter, Lakshmi Juliane Vallim
Di Tullio, Ariane
Oliveira, Haydée Torres de
author_role author
author2 Hofstatter, Lakshmi Juliane Vallim
Di Tullio, Ariane
Oliveira, Haydée Torres de
author2_role author
author
author
dc.contributor.author.fl_str_mv Iared, Valéria Ghisloti
Hofstatter, Lakshmi Juliane Vallim
Di Tullio, Ariane
Oliveira, Haydée Torres de
dc.subject.por.fl_str_mv Virada Corporal
Fenomenologia-Hermenêutica
Educação Sensorial.
Corporeal Turn
Phenomenology-Hermeneutics
Sensory Education.
topic Virada Corporal
Fenomenologia-Hermenêutica
Educação Sensorial.
Corporeal Turn
Phenomenology-Hermeneutics
Sensory Education.
description This manuscript presents the contributions of sensibility in the creation of affective bonds and engagement in environmental issues. The arguments were built from the content analysis of three doctoral research studies in which the results presented data that allowed for convergent reflections: I- experiences in nature during childhood, II- experiences and affective bonds with places and moments III- aesthetic/sensory experience in the environment. We conclude by arguing for the relevance of an ontological turn in research and in the deepening of studies that investigate the interface between new ecological epistemologies and environmental education.
publishDate 2022
dc.date.none.fl_str_mv 2022-02-15
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/104609
url https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/104609
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/104609/66289
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/104609/66290
dc.rights.driver.fl_str_mv Copyright (c) 2021 Educação & Realidade
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Educação & Realidade
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv FACED - UFRGS
publisher.none.fl_str_mv FACED - UFRGS
dc.source.none.fl_str_mv Educação & Realidade [Education & Reality]; Vol. 46 No. 3 (2021)
Educação & Realidade; v. 46 n. 3 (2021)
2175-6236
0100-3143
reponame:Educação & Realidade
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Educação & Realidade
collection Educação & Realidade
repository.name.fl_str_mv Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv ||educreal@ufrgs.br
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