Cerrado e escola: os saberes tradicionais como alternativa metodológica à educação ambiental formal
Autor(a) principal: | |
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Data de Publicação: | 2007 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFU |
Texto Completo: | https://repositorio.ufu.br/handle/123456789/16025 |
Resumo: | As a result of the Scientific Revolution which began in the 16th and 17th centuries, modernity characterizes a moment in the history of planet Earth when we human beings have managed to see ourselves separated from nature and rationally superior; therefore, devoid of essential subjective dimensions. Thus, wondering like nomadic beings blinded by the light of Cartesianism, we voraciously started to pillage natural resources which at our side should facilitate survival conditions for all generations to come. Paradoxically, in an attempt to reach high levels of material well-being, we have distanced ourselves from our essence and have ended up building an environmental society socially unjust, violent, self-centered and extremely materialistic. Consequently, a group of values that form a more sustainable and welcoming world vision have had to provide room for other essential values to implement this societal model. The 1960 s was described as being the beginning of important movements like the environmental movement. In its context, the necessity to adopt an educational demeanor which could guarantee the permanence of preservation deeds proposed by this movement came about. Then, in the 1970 s Environmental Education, as a result of various national and international discussions, gave emphasis to the formation of values in children. Our research looked for data, which could characterize Environmental Education nowadays, in two schools in Araguari, MG Brazil that focused on the first few years of primary school. Our research put us face to face with a reality that leaves no doubt: Environmental Education deviated from its objective to work with values, which emphasize concepts passed on in an attempt to increase environmental awareness is not successful, because it doesn t touch on the important dimensions in a subjective point of view. In the midst of the reality, we built a methodological proposal in Environmental Education for the educators of the primary schools based on the revival of traditional knowledge. Our proposal does not represent an attempt to rewind the film, but above all to call each educator to seek abandoned values in their own history and in the history of their people with the possibility of rethinking life of the Earth planet. |
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Cerrado e escola: os saberes tradicionais como alternativa metodológica à educação ambiental formalEducação ambientalEscolaEnsino fundamentalSaberes tradicionaisProposta metodológicaEnvironmental educationSchoolTraditional knowledgeMethodological proposalCNPQ::CIENCIAS HUMANAS::GEOGRAFIAAs a result of the Scientific Revolution which began in the 16th and 17th centuries, modernity characterizes a moment in the history of planet Earth when we human beings have managed to see ourselves separated from nature and rationally superior; therefore, devoid of essential subjective dimensions. Thus, wondering like nomadic beings blinded by the light of Cartesianism, we voraciously started to pillage natural resources which at our side should facilitate survival conditions for all generations to come. Paradoxically, in an attempt to reach high levels of material well-being, we have distanced ourselves from our essence and have ended up building an environmental society socially unjust, violent, self-centered and extremely materialistic. Consequently, a group of values that form a more sustainable and welcoming world vision have had to provide room for other essential values to implement this societal model. The 1960 s was described as being the beginning of important movements like the environmental movement. In its context, the necessity to adopt an educational demeanor which could guarantee the permanence of preservation deeds proposed by this movement came about. Then, in the 1970 s Environmental Education, as a result of various national and international discussions, gave emphasis to the formation of values in children. Our research looked for data, which could characterize Environmental Education nowadays, in two schools in Araguari, MG Brazil that focused on the first few years of primary school. Our research put us face to face with a reality that leaves no doubt: Environmental Education deviated from its objective to work with values, which emphasize concepts passed on in an attempt to increase environmental awareness is not successful, because it doesn t touch on the important dimensions in a subjective point of view. In the midst of the reality, we built a methodological proposal in Environmental Education for the educators of the primary schools based on the revival of traditional knowledge. Our proposal does not represent an attempt to rewind the film, but above all to call each educator to seek abandoned values in their own history and in the history of their people with the possibility of rethinking life of the Earth planet.Doutor em GeografiaSurgida como conseqüência da Revolução Científica iniciada nos séculos XVI e XVII, a modernidade caracteriza um momento da história do planeta Terra em que nós, seres humanos, passamos a nos vermos separados da natureza, prioritariamente racionais, quase desprovidos de subjetividade. Assim, caminhando como seres errantes, ofuscados pela luz do cartesianismo, passamos a espoliar vorazmente os recursos naturais que, ao nosso lado, deveriam possibilitar condições de sobrevivência às gerações vindouras. Paradoxalmente, na tentativa de alcançar níveis elevados de bemestar material, distanciamo-nos de nossa essência, e acabamos por construir uma sociedade ambiental e socialmente injusta, violenta, egoísta e extremamente consumista. Para isso, um conjunto de valores constituintes de uma visão de mundo mais sustentável e acolhedora, teve que dar lugar a outros valores fundamentais à implantação do modelo de sociedade vigente. A década de 1960 ficou caracterizada como o marco inaugural de movimentos sociais muito diferenciados, a exemplo do movimento ambientalista. Nesse contexto, irrompeu a necessidade de se adotar uma conduta educacional que pudesse garantir a permanência das ações propostas pelo referido movimento. Na década de 1970, como resultado de várias discussões internacionais e nacionais, surgiu a Educação Ambiental, que, em sua origem, dava ênfase à formação de valores nas crianças. Nossa pesquisa, em duas escolas de Araguari/MG que trabalham com os primeiros anos do ensino fundamental, colocou-nos diante de uma realidade que não deixa dúvida: a Educação Ambiental, desviada de seu objetivo de trabalhar valores, enfatiza o repasse de conceitos especialmente da Ecologia e da Geografia, numa tentativa de conscientização ambiental, infrutífera porque não aborda dimensões importantes do ponto de vista subjetivo. Diante dessa realidade, elaboramos uma proposta metodológica de Educação Ambiental, direcionada aos educadores dos anos escolares iniciais, fundamentada no resgate de saberes tradicionais. Nossa proposta não representa uma tentativa de retorno a um passado idílico, mas, acima de tudo, é um chamado a cada educador, para que busque, em sua história e na história de seu povo, os valores abandonados como possibilidades para um re-pensar a vida, no e do Planeta Terra.Universidade Federal de UberlândiaBRPrograma de Pós-graduação em GeografiaCiências HumanasUFUVlach, Vânia Rubia Fariashttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4783106A4Zanatta, Beatriz Aparecidahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4700983P4Brandão, Carlos Rodrigueshttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4780720Y4Pereira, Doralice Barroshttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4784035P3Ramires, Julio Cesar de Limahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4766013D8Oliveira, Mirna Gertrudes Ribeiro2016-06-22T18:44:28Z2007-12-062016-06-22T18:44:28Z2007-04-19info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfapplication/zipapplication/pdfapplication/octet-streamapplication/octet-streamapplication/octet-streamapplication/octet-streamOLIVEIRA, Mirna Gertrudes Ribeiro. Cerrado e escola: os saberes tradicionais como alternativa metodológica à educação ambiental formal. 2007. 203 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2007.https://repositorio.ufu.br/handle/123456789/16025porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFUinstname:Universidade Federal de Uberlândia (UFU)instacron:UFU2016-06-23T07:18:28Zoai:repositorio.ufu.br:123456789/16025Repositório InstitucionalONGhttp://repositorio.ufu.br/oai/requestdiinf@dirbi.ufu.bropendoar:2016-06-23T07:18:28Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
Cerrado e escola: os saberes tradicionais como alternativa metodológica à educação ambiental formal |
title |
Cerrado e escola: os saberes tradicionais como alternativa metodológica à educação ambiental formal |
spellingShingle |
Cerrado e escola: os saberes tradicionais como alternativa metodológica à educação ambiental formal Oliveira, Mirna Gertrudes Ribeiro Educação ambiental Escola Ensino fundamental Saberes tradicionais Proposta metodológica Environmental education School Traditional knowledge Methodological proposal CNPQ::CIENCIAS HUMANAS::GEOGRAFIA |
title_short |
Cerrado e escola: os saberes tradicionais como alternativa metodológica à educação ambiental formal |
title_full |
Cerrado e escola: os saberes tradicionais como alternativa metodológica à educação ambiental formal |
title_fullStr |
Cerrado e escola: os saberes tradicionais como alternativa metodológica à educação ambiental formal |
title_full_unstemmed |
Cerrado e escola: os saberes tradicionais como alternativa metodológica à educação ambiental formal |
title_sort |
Cerrado e escola: os saberes tradicionais como alternativa metodológica à educação ambiental formal |
author |
Oliveira, Mirna Gertrudes Ribeiro |
author_facet |
Oliveira, Mirna Gertrudes Ribeiro |
author_role |
author |
dc.contributor.none.fl_str_mv |
Vlach, Vânia Rubia Farias http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4783106A4 Zanatta, Beatriz Aparecida http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4700983P4 Brandão, Carlos Rodrigues http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4780720Y4 Pereira, Doralice Barros http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4784035P3 Ramires, Julio Cesar de Lima http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4766013D8 |
dc.contributor.author.fl_str_mv |
Oliveira, Mirna Gertrudes Ribeiro |
dc.subject.por.fl_str_mv |
Educação ambiental Escola Ensino fundamental Saberes tradicionais Proposta metodológica Environmental education School Traditional knowledge Methodological proposal CNPQ::CIENCIAS HUMANAS::GEOGRAFIA |
topic |
Educação ambiental Escola Ensino fundamental Saberes tradicionais Proposta metodológica Environmental education School Traditional knowledge Methodological proposal CNPQ::CIENCIAS HUMANAS::GEOGRAFIA |
description |
As a result of the Scientific Revolution which began in the 16th and 17th centuries, modernity characterizes a moment in the history of planet Earth when we human beings have managed to see ourselves separated from nature and rationally superior; therefore, devoid of essential subjective dimensions. Thus, wondering like nomadic beings blinded by the light of Cartesianism, we voraciously started to pillage natural resources which at our side should facilitate survival conditions for all generations to come. Paradoxically, in an attempt to reach high levels of material well-being, we have distanced ourselves from our essence and have ended up building an environmental society socially unjust, violent, self-centered and extremely materialistic. Consequently, a group of values that form a more sustainable and welcoming world vision have had to provide room for other essential values to implement this societal model. The 1960 s was described as being the beginning of important movements like the environmental movement. In its context, the necessity to adopt an educational demeanor which could guarantee the permanence of preservation deeds proposed by this movement came about. Then, in the 1970 s Environmental Education, as a result of various national and international discussions, gave emphasis to the formation of values in children. Our research looked for data, which could characterize Environmental Education nowadays, in two schools in Araguari, MG Brazil that focused on the first few years of primary school. Our research put us face to face with a reality that leaves no doubt: Environmental Education deviated from its objective to work with values, which emphasize concepts passed on in an attempt to increase environmental awareness is not successful, because it doesn t touch on the important dimensions in a subjective point of view. In the midst of the reality, we built a methodological proposal in Environmental Education for the educators of the primary schools based on the revival of traditional knowledge. Our proposal does not represent an attempt to rewind the film, but above all to call each educator to seek abandoned values in their own history and in the history of their people with the possibility of rethinking life of the Earth planet. |
publishDate |
2007 |
dc.date.none.fl_str_mv |
2007-12-06 2007-04-19 2016-06-22T18:44:28Z 2016-06-22T18:44:28Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
OLIVEIRA, Mirna Gertrudes Ribeiro. Cerrado e escola: os saberes tradicionais como alternativa metodológica à educação ambiental formal. 2007. 203 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2007. https://repositorio.ufu.br/handle/123456789/16025 |
identifier_str_mv |
OLIVEIRA, Mirna Gertrudes Ribeiro. Cerrado e escola: os saberes tradicionais como alternativa metodológica à educação ambiental formal. 2007. 203 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2007. |
url |
https://repositorio.ufu.br/handle/123456789/16025 |
dc.language.iso.fl_str_mv |
por |
language |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf application/zip application/pdf application/octet-stream application/octet-stream application/octet-stream application/octet-stream |
dc.publisher.none.fl_str_mv |
Universidade Federal de Uberlândia BR Programa de Pós-graduação em Geografia Ciências Humanas UFU |
publisher.none.fl_str_mv |
Universidade Federal de Uberlândia BR Programa de Pós-graduação em Geografia Ciências Humanas UFU |
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reponame:Repositório Institucional da UFU instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
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Universidade Federal de Uberlândia (UFU) |
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UFU |
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UFU |
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Repositório Institucional da UFU |
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Repositório Institucional da UFU |
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Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU) |
repository.mail.fl_str_mv |
diinf@dirbi.ufu.br |
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1805569689395396608 |