As fotografias voltadas à relação ser humano-natureza presentes nos Cadernos de Ciências do Estado de São Paulo: investigando limites e possibilidades de seu potencial educativo
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Data
2018-10-16
Autores
Vido, Náyra Rafaéla [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A sociedade contemporânea vem enfrentando vários problemas que assolam o planeta em nível global. Dessa forma, o trabalho com educação ambiental deve ser crítico e promover a compreensão da inter-relação entre as esferas econômicas, políticas, sociais e ecológicas da sociedade. Pensando nos problemas ambientais e tendo como base o modelo de Carvalho (2006), acreditamos que a fotografia poderia ser articulada a esse modelo e servir como uma possibilidade de discutir a educação ambiental crítica, podendo ela, contribuir para a formação do sujeito autônomo, emancipado e crítico. Ela é um elemento de grande potencial educativo, capaz de fazer os alunos se interessarem pelas questões ambientais, podendo levar a re-sensibilização do sujeito; a construção de novos valores; constituindo, assim, uma possibilidade transformadora da existência de cidadãos mais preocupados com a sociedade e a natureza. No entanto, para que essa articulação se dê de forma crítica é preciso também saber ler a imagem fotografia (nos alfabetizar visualmente), pois as fotos não são neutras. Elas são produzidas com interesses políticos, mercadológicos, ou ideológicos e só sabendo ler criticamente conseguiremos transformar o que pareceria óbvio e simples em inúmeras possibilidades de interpretações. Nesse sentido, essa pesquisa buscou fazer uma reflexão sobre as fotografias, envolvendo a relação ser humano-natureza presentes nos Cadernos de Ciências da Secretaria da Educação do Estado de São Paulo em 2018. Analisar esse material se faz importante, pois ele foi disponibilizado para todas as Escolas Estaduais do Estado de São Paulo, o que justifica a análise no sentido de compreender o que foi apresentado aos alunos das escolas públicas paulistas no período em que esse material foi largamente utilizado. O trabalho desenvolvido trata-se de um estudo documental de caráter qualitativo. O corpus documental deste trabalho foi constituído de 25 fotografias, que retratam a relação ser humano-natureza. A seleção se deu a partir de dois critérios principais: o primeiro estabeleceu que as fotos deveriam além de representar a relação ser humano-natureza, ter vestígios de ação humana nessa relação; o segundo por sua vez, estabeleceu que as fotos tinham que estar presentes nos dois Cadernos (Professor e Aluno). As análises foram feitas em duas etapas: uma primeira, mais geral, e a segunda voltada às fotos da relação ser humano-natureza e sua análise se apoiou na semiologia de Barthes (2015), em Carvalho (2006) e em Bonotto (2008, 2012). As fotos analisadas foram enquadradas em concepções de acordo com sua representação da relação ser humano-natureza: utilitarista, sustentável e reparadora. Os resultados revelaram que se no Caderno houvesse uma real preocupação com a questão ambiental e com a educação ambiental, as fotos poderiam ter oportunizado um trabalho mais apropriado, propiciando assim, uma reflexão mais aprofundada da questão com apresentação de visões mais apropriadas dessa relação.
Contemporary society has been facing various problems that plague the planet at the global level. In this way, work with environmental education should be critical and promote an understanding of the interrelationship between the economic, political, social and ecological spheres of society. Thinking about environmental problems and based on the model of Carvalho (2006), we believe that photography could be articulated to this model and serve as a possibility to discuss critical environmental education, which can contribute to the formation of the autonomous, emancipated and critical subject. The photography is an element of great educational potential, capable of making the students interested in environmental issues, which can lead to re-sensitization of the subject; the construction of new values; thus constituting a transformative possibility of the existence of citizens who are more concerned with society and nature. However, for this articulation to occur critically, we must also know how to read the photographic image (to teach us visually literate), since the photos are not neutral. They are produced with political, market, or ideological interests and only if we read critically can we transform what would seem obvious and simple in countless possibilities of interpretations. In this meaning, this research pretend to reflect on the photographs, involving the human-nature relationship present in the Science Notebooks of the state of São Paulo's secretariat of education in 2018. Analyzing this material is important because it was made available to all the state schools of the state of São Paulo, which justifies the analysis in order to understand what was presented to the students of the public schools of São Paulo in the period in which this material was widely used. The work developed is a qualitative documentary study. The corpus of this work was constituted of 25 photographs, that portray the human-nature relation. The selection was based on two main criteria: the first established that the photos should represent the human-nature relationship, have traces of human action in this relationship; the second one in turn, established that the photos had to be present in both Notebooks (Teacher and Student). The analysis was carried out in two stages: first, more general, and the second one focused on photos of the human-nature relationship and its analysis was based on the semiology of Barthes (2015), Carvalho (2006) and Bonotto (2008, 2012). The photos analyzed were framed in conceptions according to their representation of the human-nature relationship: utilitarian, sustainable and restorative. The results revealed that if in Notebook there was a real concern with the environmental issue and environmental education, the photos could have given a better opportunity to work with them, thus providing a more in-depth reflection of the environmental issue and the overcoming of the utilitarian view of nature with presenting more appropriate views of this relationship.
Contemporary society has been facing various problems that plague the planet at the global level. In this way, work with environmental education should be critical and promote an understanding of the interrelationship between the economic, political, social and ecological spheres of society. Thinking about environmental problems and based on the model of Carvalho (2006), we believe that photography could be articulated to this model and serve as a possibility to discuss critical environmental education, which can contribute to the formation of the autonomous, emancipated and critical subject. The photography is an element of great educational potential, capable of making the students interested in environmental issues, which can lead to re-sensitization of the subject; the construction of new values; thus constituting a transformative possibility of the existence of citizens who are more concerned with society and nature. However, for this articulation to occur critically, we must also know how to read the photographic image (to teach us visually literate), since the photos are not neutral. They are produced with political, market, or ideological interests and only if we read critically can we transform what would seem obvious and simple in countless possibilities of interpretations. In this meaning, this research pretend to reflect on the photographs, involving the human-nature relationship present in the Science Notebooks of the state of São Paulo's secretariat of education in 2018. Analyzing this material is important because it was made available to all the state schools of the state of São Paulo, which justifies the analysis in order to understand what was presented to the students of the public schools of São Paulo in the period in which this material was widely used. The work developed is a qualitative documentary study. The corpus of this work was constituted of 25 photographs, that portray the human-nature relation. The selection was based on two main criteria: the first established that the photos should represent the human-nature relationship, have traces of human action in this relationship; the second one in turn, established that the photos had to be present in both Notebooks (Teacher and Student). The analysis was carried out in two stages: first, more general, and the second one focused on photos of the human-nature relationship and its analysis was based on the semiology of Barthes (2015), Carvalho (2006) and Bonotto (2008, 2012). The photos analyzed were framed in conceptions according to their representation of the human-nature relationship: utilitarian, sustainable and restorative. The results revealed that if in Notebook there was a real concern with the environmental issue and environmental education, the photos could have given a better opportunity to work with them, thus providing a more in-depth reflection of the environmental issue and the overcoming of the utilitarian view of nature with presenting more appropriate views of this relationship.
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Palavras-chave
Educação ambiental crítica, Relação ser humano-natureza, Fotografias, Alfabetização visual, Critical environmental education, Human-nature relationship, Photos, Visual literacy