Environmental education in times of catastrophes: the education response to the shipwreck of the Prestige

Detalhes bibliográficos
Autor(a) principal: Meira Cartea, Pablo Angel
Data de Publicação: 2005
Tipo de documento: Artigo
Idioma: spa
eng
Título da fonte: Educação e Pesquisa
Texto Completo: https://www.revistas.usp.br/ep/article/view/27976
Resumo: In November 2002, the Prestige, an obsolete oil tanker, sank and spilled her cargo offshore Galicia (in the northwest of the Iberian Peninsula). This accident originated a social experiment, unwanted but valuable to understand how the catastrophic experience of the "manufactured risks" is socially represented. The present article analyzes the response of the regional education system to the catastrophe from two viewpoints: a) of its comprehension in the context of the critical and proactive social response to the official intent of representing a "non-catastrophe", and b) of the role of Environmental Education (EE) as a pedagogical praxis whose political dimension is revealed as indispensable. The thesis we shall defend is that the political nature of EE, many times just implicit and others explicitly denied, is recognized here as the fundamental axis in the response of the education system and of other education agents. In this sense, the catastrophe has not been just ecological but also, and foremost, social and political by questioning the economic globalization - its profound cause - and by putting in evidence the vulnerability of the administrations, incapable of preventing or mitigating its impact on the environment and on the human communities. In this scenario, EE contributes to the reflection about the origin of the catastrophe as an unforeseen consequence of the "advanced modernity", in conformity with the analysis by Ulrich Beck of the "risk society", and of the politizing potential of the successive catastrophes - the tip of the iceberg - in which the new social ethos is manifested and constructed.
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spelling Environmental education in times of catastrophes: the education response to the shipwreck of the Prestige Educación ambiental en tiempos de catástrofe: la respuesta educativa al naufragio del Prestige Educación AmbientalSociedad del riesgoCatástrofe ambientalEducación políticaEnvironmental EducationRisk SocietyEnvironmental catastrophePolitical education In November 2002, the Prestige, an obsolete oil tanker, sank and spilled her cargo offshore Galicia (in the northwest of the Iberian Peninsula). This accident originated a social experiment, unwanted but valuable to understand how the catastrophic experience of the "manufactured risks" is socially represented. The present article analyzes the response of the regional education system to the catastrophe from two viewpoints: a) of its comprehension in the context of the critical and proactive social response to the official intent of representing a "non-catastrophe", and b) of the role of Environmental Education (EE) as a pedagogical praxis whose political dimension is revealed as indispensable. The thesis we shall defend is that the political nature of EE, many times just implicit and others explicitly denied, is recognized here as the fundamental axis in the response of the education system and of other education agents. In this sense, the catastrophe has not been just ecological but also, and foremost, social and political by questioning the economic globalization - its profound cause - and by putting in evidence the vulnerability of the administrations, incapable of preventing or mitigating its impact on the environment and on the human communities. In this scenario, EE contributes to the reflection about the origin of the catastrophe as an unforeseen consequence of the "advanced modernity", in conformity with the analysis by Ulrich Beck of the "risk society", and of the politizing potential of the successive catastrophes - the tip of the iceberg - in which the new social ethos is manifested and constructed. En noviembre de 2002, un petrolero obsoleto, el Prestige, naufragó y vertió su carga en las costas de Galicia (noroeste de la Península Ibérica). Este accidente originó un "experimento" social indeseado pero valioso para comprender cómo se representa socialmente la experiencia catastrófica de los "riesgos manufacturados". Este artículo analiza la respuesta del sistema educativo regional a la catástrofe desde dos puntos de vista: a) su comprensión en el marco de la respuesta social crítica y proactiva ante los intentos oficiales de representar una "no-catástrofe" y, b) el papel de la Educación Ambiental (EA) como praxis pedagógica cuya dimensión política se revela como indispensable. La tesis que defendemos es que la naturaleza política de la EA, muchas veces sólo implícita y otras negada explícitamente, se redescubre aquí como eje primordial en la respuesta del sistema educativo y de otros agentes educadores. En este sentido, la catástrofe no ha sido sólo ecológica, sino también, y sobre todo, social y política al cuestionar la globalización económica - su causa radical - y poner en evidencia la vulnerabilidad de las administraciones, incapaces de prevenir o mitigar su impacto sobre el ambiente y las comunidades humanas. En este escenario, la EA contribuye a reflexionar sobre el origen de la catástrofe como consecuencia inesperada de la "modernidad avanzada", en sintonía con el análisis que hace Ulrich Beck sobre la "sociedad del riesgo" y sobre el potencial politizador de las sucesivas catástrofes - la punta del iceberg - en las que el nuevo ethos social se manifiesta y construye. 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/2797610.1590/S1517-97022005000200009Educação e Pesquisa; v. 31 n. 2 (2005); 265-283Educação e Pesquisa; Vol. 31 No. 2 (2005); 265-283Educação e Pesquisa; Vol. 31 Núm. 2 (2005); 265-2831678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPspaenghttps://www.revistas.usp.br/ep/article/view/27976/29753https://www.revistas.usp.br/ep/article/view/27976/29754Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessMeira Cartea, Pablo Angel2014-10-24T15:42:05Zoai:revistas.usp.br:article/27976Revistahttps://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 Environmental education in times of catastrophes: the education response to the shipwreck of the Prestige
Educación ambiental en tiempos de catástrofe: la respuesta educativa al naufragio del Prestige
title Environmental education in times of catastrophes: the education response to the shipwreck of the Prestige
spellingShingle Environmental education in times of catastrophes: the education response to the shipwreck of the Prestige
Meira Cartea, Pablo Angel
Educación Ambiental
Sociedad del riesgo
Catástrofe ambiental
Educación política
Environmental Education
Risk Society
Environmental catastrophe
Political education
title_short Environmental education in times of catastrophes: the education response to the shipwreck of the Prestige
title_full Environmental education in times of catastrophes: the education response to the shipwreck of the Prestige
title_fullStr Environmental education in times of catastrophes: the education response to the shipwreck of the Prestige
title_full_unstemmed Environmental education in times of catastrophes: the education response to the shipwreck of the Prestige
title_sort Environmental education in times of catastrophes: the education response to the shipwreck of the Prestige
author Meira Cartea, Pablo Angel
author_facet Meira Cartea, Pablo Angel
author_role author
dc.contributor.author.fl_str_mv Meira Cartea, Pablo Angel
dc.subject.por.fl_str_mv Educación Ambiental
Sociedad del riesgo
Catástrofe ambiental
Educación política
Environmental Education
Risk Society
Environmental catastrophe
Political education
topic Educación Ambiental
Sociedad del riesgo
Catástrofe ambiental
Educación política
Environmental Education
Risk Society
Environmental catastrophe
Political education
description In November 2002, the Prestige, an obsolete oil tanker, sank and spilled her cargo offshore Galicia (in the northwest of the Iberian Peninsula). This accident originated a social experiment, unwanted but valuable to understand how the catastrophic experience of the "manufactured risks" is socially represented. The present article analyzes the response of the regional education system to the catastrophe from two viewpoints: a) of its comprehension in the context of the critical and proactive social response to the official intent of representing a "non-catastrophe", and b) of the role of Environmental Education (EE) as a pedagogical praxis whose political dimension is revealed as indispensable. The thesis we shall defend is that the political nature of EE, many times just implicit and others explicitly denied, is recognized here as the fundamental axis in the response of the education system and of other education agents. In this sense, the catastrophe has not been just ecological but also, and foremost, social and political by questioning the economic globalization - its profound cause - and by putting in evidence the vulnerability of the administrations, incapable of preventing or mitigating its impact on the environment and on the human communities. In this scenario, EE contributes to the reflection about the origin of the catastrophe as an unforeseen consequence of the "advanced modernity", in conformity with the analysis by Ulrich Beck of the "risk society", and of the politizing potential of the successive catastrophes - the tip of the iceberg - in which the new social ethos is manifested and constructed.
publishDate 2005
dc.date.none.fl_str_mv 2005-08-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/ep/article/view/27976
10.1590/S1517-97022005000200009
url https://www.revistas.usp.br/ep/article/view/27976
identifier_str_mv 10.1590/S1517-97022005000200009
dc.language.iso.fl_str_mv spa
eng
language spa
eng
dc.relation.none.fl_str_mv https://www.revistas.usp.br/ep/article/view/27976/29753
https://www.revistas.usp.br/ep/article/view/27976/29754
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); 265-283
Educação e Pesquisa; Vol. 31 No. 2 (2005); 265-283
Educação e Pesquisa; Vol. 31 Núm. 2 (2005); 265-283
1678-4634
1517-9702
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instname_str Universidade de São Paulo (USP)
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reponame_str Educação e Pesquisa
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