Educação ambiental e cidadania: uma análise a partir de teses e dissertações brasileiras
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Data
2019-07-11
Autores
Fassis, Fabiana [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Esta tese de doutorado tem como principal objetivo uma análise dos relatos de pesquisas em educação ambiental, relacionadas ao contexto escolar, e que problematizam, de alguma forma, a questão da cidadania. Entre os principais focos desta investigação, o trabalho pretende explorar as palavras, ou conjunto de palavras que, nas teses e dissertações, estabelecem relações de sentido com o termo cidadania, além de explorar os sentidos que são passíveis de serem mobilizados quando consideramos o papel da educação, educação ambiental e da escola no processo de formação da cidadania. A pesquisa foi realizada por meio de análise documental, com foco na análise das teses e dissertações identificadas e selecionadas no Banco EArte e que se voltam para a temática em questão. A partir de uma aproximação com o referencial teórico metodológico bakhtiniano, no qual o diálogo é entendido como característica fundante da interação discursiva, esta pesquisa toma como material de análise os enunciados presentes nas teses e dissertações nos quais o termo cidadania é explorado. O processo de análise dos textos das teses e dissertações nos permitiram apontar para um conjunto de palavras associadas ao termo cidadania, tais como, participação, direitos e deveres, autonomia e emancipação, cidadania ambiental, cidadania planetária, e cidadania ecológica / ecocidadania. No que diz respeito aos sentidos passíveis de serem mobilizados em relação ao papel da educação e da educação ambiental no processo de formação da cidadania, exploramos as possibilidades que são levantadas para a Educação / EA como processo de transformação social, como uma prática educativa crítica e libertadora; e para as possibilidades que se abrem para a formação da cidadania ambiental, planetária e ecológica; além disso, explora-se as possibilidades da pedagogia crítica do lugar; do pertencimento, do direito à participação e a necessária dimensão axiológica vinculada a esses processos. Quanto ao papel da escola nesse processo, as pesquisas consideram a instituição escolar enquanto uma importante instituição social, embora não a única, no desenvolvimento de valores sociais e ambientais e na capacitação do aluno enquanto sujeito reflexivo sobre seu ambiente e realidade, além de enfatizarem, também, as dificuldades e os desafios que a escola ainda precisa superar, sendo que alguns textos das teses e dissertações relacionam tais desafios às novas exigências do mundo e à necessidade de adequação por parte das escolas. Considerando o conjunto dos textos analisados, evidenciamos, também, uma dificuldade relacionada à falta de circulação tanto intracoletiva quanto intercoletiva de ideias e os problemas que isso acarreta para a construção do campo de pesquisa em educação ambiental.
This doctoral thesis has as main objective an analysis of the reports of researches in environmental education, related to the school context, and that somehow complicate the citizenship issue. Among the main focuses of this research, the work intends to explore the words, or set of words that, in theses and dissertations, establish relations of meaning with the term citizenship, in addition to exploring the senses that can be mobilized when we consider the role of education, environmental education and the school in the process of citizenship formation. The research was carried out through documentary analysis, focused on the analysis of the theses and dissertations, identified and selected at Banco EArte, and that turn to the matter in question. Based on a semantic analysis approach, the work focuses mainly on the dialogue present in theses and dissertations, so it uses as a theoretical-methodological reference the Bakhtinian perspective, which considers dialogue as the most important form of discursive interaction. The process of analyzing the texts of theses and dissertations allowed us to point to a set of words, associated with the term citizenship, such as participation, rights and duties, autonomy and emancipation, environmental citizenship, planetary citizenship, and ecological citizenship / ecocity. Regarding to the senses that can be mobilized in relation to the role of education and environmental education in the process of citizenship formation, we explore the possibilities that are raised for Education / EA as a process of social transformation, as a critical educational practice and liberating; and to the possibilities that open up for the formation of environmental, planetary and ecological citizenship; in addition, the possibilities of the critical pedagogy of the place are explored; belonging, the right to participation and the necessary axiological dimension linked to these processes. Concerning the role of the school in this process, research considers the school institution as an important social institution, although not the only one, in the development of social and environmental values and in the student's capacity as a reflexive subject about their environment and reality, besides emphasizing, as well as the difficulties and challenges that the school still needs to overcome, and some texts of theses and dissertations relate these challenges to the new demands of the world and the need for adaptation by the schools. Considering the set of texts analyzed, we also show a difficulty related to the lack of both intracolective and intercollective circulation of ideas and the problems that this entails for the construction of the field of research in environmental education.
This doctoral thesis has as main objective an analysis of the reports of researches in environmental education, related to the school context, and that somehow complicate the citizenship issue. Among the main focuses of this research, the work intends to explore the words, or set of words that, in theses and dissertations, establish relations of meaning with the term citizenship, in addition to exploring the senses that can be mobilized when we consider the role of education, environmental education and the school in the process of citizenship formation. The research was carried out through documentary analysis, focused on the analysis of the theses and dissertations, identified and selected at Banco EArte, and that turn to the matter in question. Based on a semantic analysis approach, the work focuses mainly on the dialogue present in theses and dissertations, so it uses as a theoretical-methodological reference the Bakhtinian perspective, which considers dialogue as the most important form of discursive interaction. The process of analyzing the texts of theses and dissertations allowed us to point to a set of words, associated with the term citizenship, such as participation, rights and duties, autonomy and emancipation, environmental citizenship, planetary citizenship, and ecological citizenship / ecocity. Regarding to the senses that can be mobilized in relation to the role of education and environmental education in the process of citizenship formation, we explore the possibilities that are raised for Education / EA as a process of social transformation, as a critical educational practice and liberating; and to the possibilities that open up for the formation of environmental, planetary and ecological citizenship; in addition, the possibilities of the critical pedagogy of the place are explored; belonging, the right to participation and the necessary axiological dimension linked to these processes. Concerning the role of the school in this process, research considers the school institution as an important social institution, although not the only one, in the development of social and environmental values and in the student's capacity as a reflexive subject about their environment and reality, besides emphasizing, as well as the difficulties and challenges that the school still needs to overcome, and some texts of theses and dissertations relate these challenges to the new demands of the world and the need for adaptation by the schools. Considering the set of texts analyzed, we also show a difficulty related to the lack of both intracolective and intercollective circulation of ideas and the problems that this entails for the construction of the field of research in environmental education.
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Palavras-chave
Educação, Educação ambiental, Escola, Cidadania, Teses e dissertações em educação ambiental, Education, Environmental education, School, Citizenship, Theses and dissertations on environmental education