Weaving the threads of environmental education: the subjective and the collective, the thought and the lived
Autor(a) principal: | |
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Data de Publicação: | 2005 |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/27975 |
Resumo: | The assumption behind this essay is that, throughout its history, environmental education constituted a narrative of its own. Some conceptually polysemic words such as nature, participation, solidarity, cooperation, autonomy, interdisciplinarity, and, more recently, sustainability, transdisciplinarity, and transversality are fundamental to Environmental Education, and are part of its lexicon or semantic network. The objective is to analyze the fields of meaning produced by some of these terms and the fabric of interrelations between the subjects and their discursive practices, refusing the doctrine of the unity of reason and of a unitary subject aiming at the goal of perfect coherence. Since language is shaped inside a culture, it traverses the individual and the collective, the subjective and the cultural; in the case of Environmental Education, it is teeming with senses and meanings from an emergent paradigm, from new modes of sensibility between utopists and utopias. It is a goal here to understand if, in fact, Environmental Education, in the name of emancipation, opposes the liberal project of an "educating reason", of a knowledge-regulation, of a universal education based on universal methods, analyzing in a complex way the social function of generalist and/or denouncing narratives. Both the positive potential and the analytic and strategic limits of the narratives that manifest themselves in a self-referential way were considered. The central and conclusive concern is: can the daily practices that demand initiatives and follow-up make sense and create fields of interface to the exercise of an Environmental Education? |
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Weaving the threads of environmental education: the subjective and the collective, the thought and the lived Tecendo os fios da educação ambiental: o subjetivo e o coletivo, o pensado e o vivido Educação ambientalNarrativasCampos do sentidoEmancipaçãoComplexidadeEnvironmental educationNarrativesFields of meaningEmancipationComplexity The assumption behind this essay is that, throughout its history, environmental education constituted a narrative of its own. Some conceptually polysemic words such as nature, participation, solidarity, cooperation, autonomy, interdisciplinarity, and, more recently, sustainability, transdisciplinarity, and transversality are fundamental to Environmental Education, and are part of its lexicon or semantic network. The objective is to analyze the fields of meaning produced by some of these terms and the fabric of interrelations between the subjects and their discursive practices, refusing the doctrine of the unity of reason and of a unitary subject aiming at the goal of perfect coherence. Since language is shaped inside a culture, it traverses the individual and the collective, the subjective and the cultural; in the case of Environmental Education, it is teeming with senses and meanings from an emergent paradigm, from new modes of sensibility between utopists and utopias. It is a goal here to understand if, in fact, Environmental Education, in the name of emancipation, opposes the liberal project of an "educating reason", of a knowledge-regulation, of a universal education based on universal methods, analyzing in a complex way the social function of generalist and/or denouncing narratives. Both the positive potential and the analytic and strategic limits of the narratives that manifest themselves in a self-referential way were considered. The central and conclusive concern is: can the daily practices that demand initiatives and follow-up make sense and create fields of interface to the exercise of an Environmental Education? O pressuposto deste ensaio é o de que, ao longo de sua trajetória, a educação ambiental foi constituindo uma narrativa que lhe é própria. Algumas palavras com sentidos conceituais polissêmicos, como natureza, participação, solidariedade, cooperação, autonomia, interdisciplinaridade e, mais recentemente, sustentabilidade, transdisciplinaridade e transversalidade, fundamentam a Educação Ambiental e fazem parte de seu léxico ou de sua rede semântica. O objetivo é analisar os campos do sentido produzidos por alguns desses termos e a trama de inter-relações entre os sujeitos e suas práticas discursivas, recusando a doutrina da unidade da razão e de um sujeito unitário em direção ao objetivo da perfeita coerência. Como a linguagem forma-se no seio de uma cultura, transita entre o individual/ coletivo, o subjetivo/ cultural, no caso da Educação Ambiental, é carregada de sentidos e de significados de um paradigma emergente, de novos modos de sensibilidades entre utopistas e utopias. É propósito entender se, de fato, a Educação Ambiental, em nome da emancipação, opõe-se ao projeto liberal de uma "razão educadora", de um conhecimento-regulação, de uma educação universal baseada em métodos universais, analisando de modo complexo a função social das narrativas generalistas e/ou denunciatórias. Foi considerado tanto o potencial positivo como os limites analíticos e estratégicos das narrativas que se manifestam de forma auto-referenciais. A preocupação central e conclusiva é: as práticas cotidianas que demandam iniciativas e encaminhamentos podem fazer sentido e criar campos de interface para o exercício de uma Educação Ambiental? Universidade de São Paulo. Faculdade de Educação2005-08-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://www.revistas.usp.br/ep/article/view/2797510.1590/S1517-97022005000200008Educação e Pesquisa; v. 31 n. 2 (2005); 251-264Educação e Pesquisa; Vol. 31 No. 2 (2005); 251-264Educação e Pesquisa; Vol. 31 Núm. 2 (2005); 251-2641678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporenghttps://www.revistas.usp.br/ep/article/view/27975/29751https://www.revistas.usp.br/ep/article/view/27975/29752Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessTristão, Martha2014-10-24T15:42:05Zoai:revistas.usp.br:article/27975Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-24T15:42:05Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Weaving the threads of environmental education: the subjective and the collective, the thought and the lived Tecendo os fios da educação ambiental: o subjetivo e o coletivo, o pensado e o vivido |
title |
Weaving the threads of environmental education: the subjective and the collective, the thought and the lived |
spellingShingle |
Weaving the threads of environmental education: the subjective and the collective, the thought and the lived Tristão, Martha Educação ambiental Narrativas Campos do sentido Emancipação Complexidade Environmental education Narratives Fields of meaning Emancipation Complexity |
title_short |
Weaving the threads of environmental education: the subjective and the collective, the thought and the lived |
title_full |
Weaving the threads of environmental education: the subjective and the collective, the thought and the lived |
title_fullStr |
Weaving the threads of environmental education: the subjective and the collective, the thought and the lived |
title_full_unstemmed |
Weaving the threads of environmental education: the subjective and the collective, the thought and the lived |
title_sort |
Weaving the threads of environmental education: the subjective and the collective, the thought and the lived |
author |
Tristão, Martha |
author_facet |
Tristão, Martha |
author_role |
author |
dc.contributor.author.fl_str_mv |
Tristão, Martha |
dc.subject.por.fl_str_mv |
Educação ambiental Narrativas Campos do sentido Emancipação Complexidade Environmental education Narratives Fields of meaning Emancipation Complexity |
topic |
Educação ambiental Narrativas Campos do sentido Emancipação Complexidade Environmental education Narratives Fields of meaning Emancipation Complexity |
description |
The assumption behind this essay is that, throughout its history, environmental education constituted a narrative of its own. Some conceptually polysemic words such as nature, participation, solidarity, cooperation, autonomy, interdisciplinarity, and, more recently, sustainability, transdisciplinarity, and transversality are fundamental to Environmental Education, and are part of its lexicon or semantic network. The objective is to analyze the fields of meaning produced by some of these terms and the fabric of interrelations between the subjects and their discursive practices, refusing the doctrine of the unity of reason and of a unitary subject aiming at the goal of perfect coherence. Since language is shaped inside a culture, it traverses the individual and the collective, the subjective and the cultural; in the case of Environmental Education, it is teeming with senses and meanings from an emergent paradigm, from new modes of sensibility between utopists and utopias. It is a goal here to understand if, in fact, Environmental Education, in the name of emancipation, opposes the liberal project of an "educating reason", of a knowledge-regulation, of a universal education based on universal methods, analyzing in a complex way the social function of generalist and/or denouncing narratives. Both the positive potential and the analytic and strategic limits of the narratives that manifest themselves in a self-referential way were considered. The central and conclusive concern is: can the daily practices that demand initiatives and follow-up make sense and create fields of interface to the exercise of an Environmental Education? |
publishDate |
2005 |
dc.date.none.fl_str_mv |
2005-08-01 |
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://www.revistas.usp.br/ep/article/view/27975 10.1590/S1517-97022005000200008 |
url |
https://www.revistas.usp.br/ep/article/view/27975 |
identifier_str_mv |
10.1590/S1517-97022005000200008 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/27975/29751 https://www.revistas.usp.br/ep/article/view/27975/29752 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 31 n. 2 (2005); 251-264 Educação e Pesquisa; Vol. 31 No. 2 (2005); 251-264 Educação e Pesquisa; Vol. 31 Núm. 2 (2005); 251-264 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713810747883520 |