Conflitos socioambientais e processo educativo: análise de dissertações e teses em Educação Ambiental (1981-2016)
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Data
2019-08-23
Autores
Santos, Romualdo José dos
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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 (EA) que problematizam a relação entre o processo educativo e os conflitos socioambientais. Os objetivos específicos que orientaram este trabalho foram: identificar nos textos das dissertações e teses em EA que exploram a relação entre processo educativo e conflitos socioambientais, as possíveis tendências do ponto de vista de seus objetivos/questões de pesquisa; e construir possíveis significados e sentidos sobre a relação entre processo educativo e conflitos socioambientais a partir da análise de dissertações e teses selecionadas para o estudo. A pesquisa foi orientada pelos referenciais teórico-metodológicos associados à perspectiva histórico cultural, além das contribuições da perspectiva bakhtiniana, e trata-se de uma pesquisa documental inserida no âmbito de um projeto mais amplo intitulado Educação Ambiental no Brasil: análise da produção acadêmica - teses e dissertações (Projeto EArte). A análise dos objetivos/questões de pesquisa dos trabalhos que compõem o corpus desta tese – qual seja 43 dissertações e teses em EA que exploram a temática em questão – nos permitiu reconhecer alguns possíveis temas de estudo, entre eles: processo educativo em contextos marcados por situações de conflitos socioambientais; construção de metodologias ou estratégias para as práticas em EA; limites e possibilidades dos recursos didáticos que exploram a temática dos conflitos socioambientais; produção de conhecimentos a partir da realidade e das percepções dos atores que vivem em áreas de conflitos socioambientais; e a produção de fundamentos teórico-metodológicos para o trabalho educativo que explora a temática dos conflitos socioambientais. Sobre a relação entre processo educativo e conflitos socioambientais, foram construídos onze indicadores relacionados à dimensão política do processo educativo, entre eles, participação, cidadania, justiça socioambiental, transformação. Esses indicadores podem ser entendidos como signos ideológicos, a partir dos quais possíveis significados e sentidos puderam ser construídos. Nossas análises nos permitem evidenciar que o trabalho educativo com a temática dos conflitos socioambientais pode ser entendido como uma tarefa desafiadora para os educadores ambientais. Para enfrentar esse desafio, os conflitos socioambientais passam a ser considerados como princípio orientador de propostas e práticas em EA na perspectiva crítica, pautadas no diálogo entre saberes. Tal possibilidade tem sido vista como um caminho de desenvolvimento de práticas sociais que poderiam promover a superação da “semiformação” dos sujeitos.
This PhD thesis aims to analyse researches (Master and PhD theses) on Environmental Education (EE) whose focus is on the relation between the educational process and socioenvironmental conflicts to identify tendencies from their hypothesis of research and to elicit the meanings that lie on that relation. This investigation is part of a wider project, named Environmental education in Brazil: analysis or the academic production – Master and PhD theses (EArte Project), and is guided by theoretical-methodological references associated with both the historical-cultural perspective and the Bakhitinian one. From the analysis of the 43 theses that make up the corpus of this investigation, we could engender themes to be scrutinized, for instance, the educational process in contexts struck by socio-environmental conflicts; giving rise to methodologies or strategies addressed to the EE practices; the limits and possibilities of the didactic resources that explore the issue of the socio-environmental conflicts; the generating of knowledge on the reality and on the people from areas under socio-environmental conflicts, as well as the generating of theoretical-methodological premises to support the educational work on the socio-environmental conflicts. Concerning the very theme of the relation between educational processes and socio-environmental conflicts, we have erected eleven indicators – read as ideological signs from which we have elicited meanings and senses – related to the political dimension of the educational process, such as participation, citizenship, socio-environmental justice, transformation. The observation we have performed during the investigative process allows us to consider that the work in Education involving the issue of the socio-environmental conflicts is a challenge for environmental educators. To face it, socio-environmental conflicts are now considered guiding principles of EE proposals and practices from a critical perspective, based on the dialogue between different kinds of knowledge. Such a perspective has been considered as a way of developing social practices that could promote the overcoming of under-educationalformation of the social actors.
This PhD thesis aims to analyse researches (Master and PhD theses) on Environmental Education (EE) whose focus is on the relation between the educational process and socioenvironmental conflicts to identify tendencies from their hypothesis of research and to elicit the meanings that lie on that relation. This investigation is part of a wider project, named Environmental education in Brazil: analysis or the academic production – Master and PhD theses (EArte Project), and is guided by theoretical-methodological references associated with both the historical-cultural perspective and the Bakhitinian one. From the analysis of the 43 theses that make up the corpus of this investigation, we could engender themes to be scrutinized, for instance, the educational process in contexts struck by socio-environmental conflicts; giving rise to methodologies or strategies addressed to the EE practices; the limits and possibilities of the didactic resources that explore the issue of the socio-environmental conflicts; the generating of knowledge on the reality and on the people from areas under socio-environmental conflicts, as well as the generating of theoretical-methodological premises to support the educational work on the socio-environmental conflicts. Concerning the very theme of the relation between educational processes and socio-environmental conflicts, we have erected eleven indicators – read as ideological signs from which we have elicited meanings and senses – related to the political dimension of the educational process, such as participation, citizenship, socio-environmental justice, transformation. The observation we have performed during the investigative process allows us to consider that the work in Education involving the issue of the socio-environmental conflicts is a challenge for environmental educators. To face it, socio-environmental conflicts are now considered guiding principles of EE proposals and practices from a critical perspective, based on the dialogue between different kinds of knowledge. Such a perspective has been considered as a way of developing social practices that could promote the overcoming of under-educationalformation of the social actors.
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Palavras-chave
Educação, Educação ambiental, Conflitos socioambientais, Teses e dissertações em Educação Ambiental, Education, Environmental education, Socio-environmental conflicts, Master and PhD theses in Environmental Education