A bioconstru??o no ambiente educativo de forma??o de educadores ambientais cr?ticos: um modo de confrontar a hegemonia em novas sociedades poss?veis

• Autor(a) principal: Eder, Sofia
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRRJ
• Texto Completo: https://tede.ufrrj.br/jspui/handle/jspui/5858
• topic: Bioconstru??o; Educa??o Ambiental; Forma??o de Educadores; Bioconstruction; Environmental Education; Educators Training; Bioconstrucci?n; Educaci?n Ambiental; Formaci?n de Educadores; Antropologia

This research investigates ways in which bioconstruction, and the concepts that underpin it, can assist in the formative praxis in critical environmental education in a practical and integrative way promoting direct contact with nature and with traditional and ancestral knowledge, bringing historical-critical-cultural perspective and contrasting hegemonic practices instituted and built in society. This study shows, through an immersive experience in an alternative community, the application of theoretical and methodological references based on "Pedagogical ComViv?ncia" and its five formative principles (critical reflection, connective stance, ethical indignation, creative destabilization and transformative intentionality) in training of critical environmental educators. And yet, from the perspective of three areas of activity: the relationship with non-human beings and environments that surround us, relationship with other human beings and relationship with oneself. This lens, through the scopes, seeks to give more focus to the crisis of relationships and self-knowledge, thus reflecting the conceptions about the formative principles for the inner environment of each participant. Bioconstruction with clay is strongly connected with the concepts approached through a sensory and intuitive experience within the community. The use of local natural materials in construction causes a profound connection between practice, concept and achievement, greatly enhancing the pedagogical process for the training of critical and conscientious environmental educators. The educational environment is created through dynamics of bioconstruction and other activities of coexistence, which generate reflections on the crisis of relationships and the hegemonic way of life, thus contributing to the construction of paths and connections to think about new possible societies.