Weaving the threads of environmental education: the subjective and the collective, the thought and the lived

Detalhes bibliográficos
Autor(a) principal: Tristão, Martha
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?
id USP-11_04e128c59a26d53ad10669e850aae89a
oai_identifier_str oai:revistas.usp.br:article/27975
network_acronym_str USP-11
network_name_str Educação e Pesquisa
repository_id_str
spelling 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
_version_ 1787713810747883520