Do vivido ao narrado: o encontro com uma professora de Língua Portuguesa e a temática ambiental, a partir de uma experiência formativa
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Data
2020-09-25
Autores
Degasperi, Thais Cristiane [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho assenta seus pressupostos no interior da temática ambiental e os questionamentos procedentes da intensa degradação e exploração do ambiente – e do próprio ser humano. Pauta-se também no processo educativo a partir de uma experiência formativa envolvendo a pesquisadora e uma professora de Língua Portuguesa. Considero a Educação Ambiental (EA), a partir de sua perspectiva crítica, como um dos caminhos para a transformação das relações estabelecidas entre sociedade e a natureza e a importância da formação docente para tratar as questões que a envolvem. Assim, em meados de 2016 e ao longo 2017, uma equipe envolvida com a formação continuada, na qual eu estava incluída, aproximou-se de uma escola agrícola, onde realizou um curso de formação, tematizando a EA e a inter-relação local e global da temática ambiental focada nas questões agropecuárias. Durante essa formação, uma professora em particular envolveu-se na realização de um conjunto de aulas contemplando o tema, convidando-nos para acompanhá-la: Helena. Entre 2018 e 2019, continuei minha caminhada com Helena, aprofundando-me não somente no vivido durante a formação e em sua prática, mas, principalmente, em nossas conversas posteriores sobre a própria temática ambiental e em nossa experiência enquanto docentes, em um processo de troca de cartas entre nós. Após, voltei-me a esse vivido com o questionamento do que em mim foi constituído no processo, a partir das questões de pesquisa: que sentidos são produzidos a partir de uma experiência formativa envolvendo uma professora de Língua Portuguesa que buscou trabalhar a temática ambiental em uma escola agrícola de ensino fundamental? Que limites e possibilidades para os trabalhos em EA podem ser identificados a partir dessa experiência? Tendo como objetivo compreender os sentidos produzidos sobre essa experiência, identificando e discutindo os limites e possibilidades para os trabalhos em EA. O fio condutor que integra essa busca é a construção de conhecimentos, valores e participação (CARVALHO, 1999), no interior da temática ambiental diante da experiência vivida. Para realização desta pesquisa, de caráter qualitativo, apoiei-me na perspectiva da investigação narrativa de experiências do vivido (LIMA; GERALDI; GERALDI, 2015). Enquanto referências teóricas e metodológicas que sustentam essa caminhada, assumo as concepções de Bakhtin (2003) na pesquisa como dialogia, e Benjamin (1996) da narrativa como experiência. Nessa compreensão, inspirando-me no paradigma indiciário (GINZBURG, 1989), busquei, no material produzido durante o vivido com Helena, indícios para narrar o que dessa experiência formativa – para nós duas, me tocou. Ao reconstruir essa história, constituí sentidos e deparei-me com possibilidades para a EA diante do trabalho de Helena: sua leveza para conduzir o processo educativo; o trabalho com literatura e mitologia para discutir a relação ser humano-natureza; a interdisciplinaridade; a condução das aulas junto a assuntos de globalização, mídia, propaganda, consumismo e o homem do campo. Os limites e desafios que puderam ser destacados são: o tempo, a falta de conhecimento e as dificuldades em articular as esferas local e global. Também nos colocamos entre questionamentos quanto a possibilidade de transformação do instituído entre indivíduo ou sociedade, e entre ser humano-natureza, os valores e conhecimentos regidos ao longo da história, discutida a partir da mitologia. O caráter constitutivo da linguagem, que cria e transforma a realidade, mostrou-se como uma parte importante da experiência formativa para a EA, onde também vejo a importância da experiência expressa enquanto movimento e conhecimentos, valores e participação propostos por Carvalho (1999). Ao final, traduzo as seguintes lições, para a EA, para a vida, as quais estão: na arte do encontro; na validação do outro, seja ser humano, seja natureza, com leveza; no “e”, em uma adição alteritária; e, por fim, na obra que produzi e na qual coloco minha assinatura.
The present work is based on its assumptions within the environmental theme and the questions arising from the intense degradation and exploitation of the environment - and of man himself. It is also guided in the educational process from a training experience involving the researcher and a Portuguese language teacher. I consider Environmental Education (EE), from its critical perspective, as one of the ways to transform the relationships established between society and nature and the importance of teacher training to address the issues that involve it. Thus, in mid-2016 and throughout 2017, a team involved in continuing education, in which I was included, approached an agricultural school, where we held a training course, focusing on EE and the local inter-relationship and global environmental theme focused on agricultural issues. During this training, a particular teacher was involved in conducting a set of classes covering the theme, inviting us to accompany her: Helena. Between 2018 and 2019, I continued my journey with Helena, deepening not only in what I experienced during the training and in its practice, but mainly in our later conversations about the environmental theme itself and in our experience as teachers, in a process of letter exchange between us. Afterwards, I returned to this experience with the questioning of what constituted me in the process, based on research questions: what meanings are produced from a training experience involving a Portuguese language teacher who sought to work on the environmental theme at an agricultural elementary school? What limits and possibilities for EE work can be identified from this experience? The objective is to comprehend the meanings produced from this experience, identifying and discussing the limits and possibilities for EE works. The guiding thread that integrates this search is the construction of knowledge, values and participation (CARVALHO, 1999), within the environmental theme when facing the lived experience. In order to carry out this qualitative research, I relied on the perspective of the narrative investigation of lived experiences (LIMA; GERALDI; GERALDI, 2015). As theoretical and methodological references that support this journey, I assume the concepts of Bakhtin (2003) in research as a dialog, and Benjamin (1996) of narrative as an experience. In this understanding, from the indicative paradigm (GINZBURG, 1989), I searched, in the material produced during the experience with Helena, for clues to narrate what of this formative experience – for both of us, touched me. When reconstructing this history, I constituted meanings and came across possibilities for the EE in the face of Helena's work: its lightness to lead the educational process; the work with literature and mythology to discuss the relationship between man and nature; interdisciplinarity; conducting classes on issues of globalization, media, advertising, consumerism and rural people. The limits and challenges that could be highlighted are: time, lack of knowledge and difficulties in articulating the local and global spheres. We also questioned about the possibility of transforming what was instituted between an individual or society, and between man and nature, the values and knowledge governed throughout history, discussed based on mythology. The constitutive character of language, which creates and transforms reality, proved to be an important part of the formative experience for EE, where I also see the importance of the experience expressed as a movement and knowledge, values and participation, as Carvalho (1999) proposes. At the end, I translate the following lessons, for EE, for life, which are: in the art of the encounter; in the validation of the other, whether human or nature, lightly; in the “and”, in the alteritarian addition; and, finally, in the work that I produced and put my signature on.
The present work is based on its assumptions within the environmental theme and the questions arising from the intense degradation and exploitation of the environment - and of man himself. It is also guided in the educational process from a training experience involving the researcher and a Portuguese language teacher. I consider Environmental Education (EE), from its critical perspective, as one of the ways to transform the relationships established between society and nature and the importance of teacher training to address the issues that involve it. Thus, in mid-2016 and throughout 2017, a team involved in continuing education, in which I was included, approached an agricultural school, where we held a training course, focusing on EE and the local inter-relationship and global environmental theme focused on agricultural issues. During this training, a particular teacher was involved in conducting a set of classes covering the theme, inviting us to accompany her: Helena. Between 2018 and 2019, I continued my journey with Helena, deepening not only in what I experienced during the training and in its practice, but mainly in our later conversations about the environmental theme itself and in our experience as teachers, in a process of letter exchange between us. Afterwards, I returned to this experience with the questioning of what constituted me in the process, based on research questions: what meanings are produced from a training experience involving a Portuguese language teacher who sought to work on the environmental theme at an agricultural elementary school? What limits and possibilities for EE work can be identified from this experience? The objective is to comprehend the meanings produced from this experience, identifying and discussing the limits and possibilities for EE works. The guiding thread that integrates this search is the construction of knowledge, values and participation (CARVALHO, 1999), within the environmental theme when facing the lived experience. In order to carry out this qualitative research, I relied on the perspective of the narrative investigation of lived experiences (LIMA; GERALDI; GERALDI, 2015). As theoretical and methodological references that support this journey, I assume the concepts of Bakhtin (2003) in research as a dialog, and Benjamin (1996) of narrative as an experience. In this understanding, from the indicative paradigm (GINZBURG, 1989), I searched, in the material produced during the experience with Helena, for clues to narrate what of this formative experience – for both of us, touched me. When reconstructing this history, I constituted meanings and came across possibilities for the EE in the face of Helena's work: its lightness to lead the educational process; the work with literature and mythology to discuss the relationship between man and nature; interdisciplinarity; conducting classes on issues of globalization, media, advertising, consumerism and rural people. The limits and challenges that could be highlighted are: time, lack of knowledge and difficulties in articulating the local and global spheres. We also questioned about the possibility of transforming what was instituted between an individual or society, and between man and nature, the values and knowledge governed throughout history, discussed based on mythology. The constitutive character of language, which creates and transforms reality, proved to be an important part of the formative experience for EE, where I also see the importance of the experience expressed as a movement and knowledge, values and participation, as Carvalho (1999) proposes. At the end, I translate the following lessons, for EE, for life, which are: in the art of the encounter; in the validation of the other, whether human or nature, lightly; in the “and”, in the alteritarian addition; and, finally, in the work that I produced and put my signature on.
Descrição
Palavras-chave
Educação Ambiental, Experiência formativa, Narrativa, Local-global, Mito, Environmental education, Formative experience, Narrative, Local-global, Myth