Os significados de justiça ambiental nas pesquisas em educação ambiental: uma análise a partir de teses e dissertações brasileiras
Carregando...
Arquivos
Data
2017-10-30
Autores
Angeli, Thaís [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho, que se insere no âmbito do Projeto Educação Ambiental no Brasil: análise da produção acadêmica - teses e dissertações (Projeto EArte), tem como objetivos de investigação: 1) caracterizar o contexto de produção das teses e dissertações de educação ambiental (EA) que problematizam o conceito de justiça ambiental, concluídas no Brasil no período de 1981 a 2014 e catalogadas no Banco de Teses e Dissertações do Projeto EArte e 2) explorar possíveis significados e sentidos sobre as relações entre educação ambiental e justiça ambiental, passíveis de serem construídos a partir de diálogos com esses textos. Trata-se de uma pesquisa documental, do tipo "estado da arte", que apresenta caráter qualitativo e é orientada pela abordagem histórico-cultural, compreendendo o ato da pesquisa como uma relação dialógica entre sujeitos, possibilitada pela linguagem. O corpus documental da investigação é constituído por 23 teses e dissertações de EA nas quais questões relativas à justiça ambiental são problematizadas. Em relação ao contexto de produção dessas pesquisas, observamos que o primeiro trabalho de EA que problematiza o conceito de justiça ambiental foi publicado no ano de 2004 e que, a partir dessa data, a distribuição temporal dos trabalhos se manteve relativamente estável, com um máximo de quatro trabalhos publicados em 2011. Também é possível perceber que as regiões Sudeste, Sul e Centro-Oeste destacam-se na produção acadêmica em EA que estabelece relações com a justiça ambiental. Quanto aos programas de pós-graduação aos quais os trabalhos analisados estavam vinculados, a maioria pertence à área de Ciências Humanas, particularmente da Educação. Além disso, o Grupo Pesquisador em Educação Ambiental, Comunicação e Arte, coordenado pela pesquisadora Michèle Sato, da Universidade Federal de Mato Grosso, foi responsável pela produção de várias teses e dissertações analisadas, o que possivelmente está relacionado com o foco do referido grupo de pesquisa. Quanto aos contextos educacionais privilegiados nas pesquisas, foi possível observar que praticamente não houve diferença entre o número de trabalhos desenvolvidos em contexto escolar e o número de trabalhos desenvolvidos em contexto não escolar. Foi possível perceber, ainda, algumas aparentes tendências nos objetivos e intenções dos pesquisadores e pesquisadoras em EA ao trabalharem com questões relativas à justiça ambiental, quais sejam: a busca por uma formação voltada à transformação social e justiça ambiental, a abordagem do conceito de justiça ambiental através da tematização dos conflitos socioambientais e a preocupação com a construção e o desenvolvimento de práticas contextualizadas à realidade socioambiental local, de maneira a contribuir com transformações socioambientais para as comunidades envolvidas e com a constituição de sujeitos que busquem a justiça socioambiental. Em relação à tentativa de explorar possíveis significados relacionados ao conceito de justiça ambiental nas teses e dissertações de EA, utilizamos a metodologia dos núcleos de significação, a partir da qual sistematizamos quatro núcleos, assim propostos: Relações de causas e efeitos das injustiças ambientais, Relação entre justiça ambiental e preservação ambiental, Relação entre justiça ambiental e processos de transformação social e Estratégias de construção de justiça ambiental. A partir dessa análise, exploramos sentidos sobre as relações entre EA e justiça ambiental, apontando para possibilidades e limitações do processo educativo na construção da justiça ambiental.
The present work, which is part of the Project Environmental Education in Brazil: analysis of academic production - theses and dissertations (EArte Project), has the following research objectives: to characterize the context of production of theses and dissertations of environmental education (EE) that problematize the concept of environmental justice, concluded in Brazil from 1981 to 2014 and cataloged in the Bank of Thesis and Dissertations of EArte Project and 2) to identify the significance and explore possible meanings on the relationships between environmental education and environmental justice, which can be constructed from dialogues with these texts. This is a state-of-the-art documentary research that is qualitative and oriented by the historical-cultural approach, including the act of research as a dialogical relationship between subjects, made possible by the language. The documentary corpus of the investigation is constituted by 23 theses and dissertations of EA in which questions related to environmental justice are problematized. Regarding the year by year distribution of these researches, we noticed that the first EE work that addresses the idea of environmental justice was published in 2004 and, from that year, the temporal distribution remained relatively stable, with a peak of works observed in the year of 2011. It can also be noticed that the Southeast, South and Center-West regions stand out in the academic production in EE that establishes relations with environmental justice. Regarding the postgraduate programs to which the analyzed works were linked, the majority belongs to the area of Human Sciences, particularly Education. In addition, the Research Group on Environmental Education, Communication and Art, coordinated by the researcher Michèle Sato, from the Federal University of Mato Grosso, was responsible for the production of several of the analyzed theses and dissertations, which is possibly related to the focus of this research group. As for the privileged educational contexts in the researches, it was possible to observe that there was practically no difference between the number of works developed in school context and the number of works developed in non-school context. It was also possible to notice some apparent tendencies in the objectives and intentions of researchers in EE when working with issues related to environmental justice, such as: the search for a formation focused on social transformation and environmental justice, the approach of the concept of environmental justice through the thematization of social and environmental conflicts and the concern with the construction and development of practices contextualized to local socio-environmental reality, in a way that contributes to socio-environmental transformations for the involved communities and for the constitution of individuals seeking social and environmental justice. In relation to the attempt to explore possible meanings related to the concept of environmental justice in theses and dissertations of EE, we used the methodology of the nuclei of meaning, from which we systematized four nuclei: Relations of causes and effects of environmental injustices, Relation between environmental justice and environmental preservation, Relation between environmental justice and processes of social transformation and Strategies for building environmental justice. From this analysis, we explore meanings about the relations between EE and environmental justice, pointing to possibilities and limitations of the educational process in the construction of environmental justice.
The present work, which is part of the Project Environmental Education in Brazil: analysis of academic production - theses and dissertations (EArte Project), has the following research objectives: to characterize the context of production of theses and dissertations of environmental education (EE) that problematize the concept of environmental justice, concluded in Brazil from 1981 to 2014 and cataloged in the Bank of Thesis and Dissertations of EArte Project and 2) to identify the significance and explore possible meanings on the relationships between environmental education and environmental justice, which can be constructed from dialogues with these texts. This is a state-of-the-art documentary research that is qualitative and oriented by the historical-cultural approach, including the act of research as a dialogical relationship between subjects, made possible by the language. The documentary corpus of the investigation is constituted by 23 theses and dissertations of EA in which questions related to environmental justice are problematized. Regarding the year by year distribution of these researches, we noticed that the first EE work that addresses the idea of environmental justice was published in 2004 and, from that year, the temporal distribution remained relatively stable, with a peak of works observed in the year of 2011. It can also be noticed that the Southeast, South and Center-West regions stand out in the academic production in EE that establishes relations with environmental justice. Regarding the postgraduate programs to which the analyzed works were linked, the majority belongs to the area of Human Sciences, particularly Education. In addition, the Research Group on Environmental Education, Communication and Art, coordinated by the researcher Michèle Sato, from the Federal University of Mato Grosso, was responsible for the production of several of the analyzed theses and dissertations, which is possibly related to the focus of this research group. As for the privileged educational contexts in the researches, it was possible to observe that there was practically no difference between the number of works developed in school context and the number of works developed in non-school context. It was also possible to notice some apparent tendencies in the objectives and intentions of researchers in EE when working with issues related to environmental justice, such as: the search for a formation focused on social transformation and environmental justice, the approach of the concept of environmental justice through the thematization of social and environmental conflicts and the concern with the construction and development of practices contextualized to local socio-environmental reality, in a way that contributes to socio-environmental transformations for the involved communities and for the constitution of individuals seeking social and environmental justice. In relation to the attempt to explore possible meanings related to the concept of environmental justice in theses and dissertations of EE, we used the methodology of the nuclei of meaning, from which we systematized four nuclei: Relations of causes and effects of environmental injustices, Relation between environmental justice and environmental preservation, Relation between environmental justice and processes of social transformation and Strategies for building environmental justice. From this analysis, we explore meanings about the relations between EE and environmental justice, pointing to possibilities and limitations of the educational process in the construction of environmental justice.
Descrição
Palavras-chave
Educação ambiental, Justiça ambiental, Pesquisa, Environmental education, Environmental justice, Research