As contribuições da pedagogia histórico-crítica para a inserção da educação ambiental crítica na educação infantil
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Data
2021-05-27
Autores
Soares, Rafaela de Katia [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Por entendermos a educação infantil como parte importante e fundamental no processo de ensino escolar da criança pequena, consideramos a educação ambiental como imprescindível para sua formação desde o início de sua educação escolar. Nesta pesquisa, discutiremos a importância de uma educação ambiental crítica, pautada em conceitos científicos para a promoção de um ensino desenvolvente, que favoreça o desenvolvimento da criança em suas máximas possibilidades, encarando esse ser como um sujeito de direitos que, inclusive, por esse motivo, tem direito a conhecer as contradições da sociedade em que vive, para que nela possa atuar e agir em busca de sua superação. Para tanto, o estudo teve como orientação e suporte teórico a pedagogia histórico-crítica e a psicologia histórico-cultural, em que o materialismo histórico e dialético se apresenta como aporte teórico indispensável para ambas e para a realização de um trabalho que visa a transformação que os sujeitos estabelecem com a sociedade e o ambiente. Esse aporte nos direcionou nas discussões dos levantamentos de documentos oficiais que sustentam a educação infantil e a educação ambiental no Brasil, bem como de um levantamento bibliográfico de teses, dissertações e artigos que se propõem a discutir a educação ambiental na educação infantil. Os resultados indicaram que a tendência dominante da educação ambiental oficial na educação básica se dá com a supervalorização da forma cotidiana em detrimento dos conteúdos científicos. Temos então, a dissimulação dos critérios e conteúdos oficiais interpelada pelo falseamento da realidade através da sensibilização ambiental e pelo aprisionamento da criança ao obscurantismo que a impede de conhecer a si mesma na relação com o ambiente. Além disso, o estudo revelou que a educação ambiental não tem o seu lugar como área específica na educação infantil, em particular, e na educação em geral. Com a problematização dessa constatação, nos empenhamos em atingir o objetivo da pesquisa através das contribuições da pedagogia histórico-crítica para conceber a inserção da educação ambiental crítica na educação infantil. As principais contribuições foram: a necessidade de se estabelecer a unidade fundamental: as contradições entre trabalho e ambiente, como um critério válido para a identificação e seleção de conteúdos da educação ambiental histórico-crítica; a importância de se estabelecer relações entre a unidade fundamental e as finalidades educativas no trabalho pedagógico pautado na educação ambiental histórico-crítica como forma de desenvolver valores de uma concepção de mundo que proponha a superação das contradições entre trabalho e ambiente; e a defesa de um planejamento pedagógico do trabalho educativo como forma de promover um ensino desenvolvente por meio do ensino de conteúdos científicos especialmente no que se refere à relação entre ambiente e sociedade.
As we understand early childhood education as an important and fundamental part of the school learning process for young children, we consider environmental education essential for their formation from the beginning of their school education. In this research, we shall discuss the importance of a critical environmental education, based on scientific concepts, for the promotion of an improving education that favors the child's development in its maximum possibilities. It is fundamental to face these individuals as righteous subjects that, for this reason, have the right to know the contradictions of the society in which they live, so that they can act in search of overcoming them. Therefore, this study had historical-critical pedagogy and historical-cultural psychology as its theoretical support. The historical and dialectical materialism presents itself as a crucial theoretical basis for both these theories, as well as for the realization of a work aimed at the transformation that the subjects establish with society and the environment. This basis has guided us in our discussions and surveys of official documents that support early childhood education and environmental education in Brazil, as well as in our bibliographic survey of theses, dissertations and articles that intend to discuss environmental education in early childhood schooling. The results pointed to a dominant trend of official environmental education in basic education that occurs with the overvaluation of everyday knowledge to the detriment of scientific content. We then have the dissolution of official criteria and contents, challenged by the distortion of reality through environmental awareness and the imprisonment of children in obscurantism that prevents them from knowing themselves in their relationship with the environment. Furthermore, the study revealed that environmental education does not hold a spot as a specific area in early childhood education in particular, nor in education in general. As we problematize this finding, we strive to achieve the research objective through the contributions of historical-critical pedagogy to conceive the insertion of critical environmental education in early childhood education. The main contributions of this study were: the need to establish a fundamental unit: the contradictions between work and the environment, as a valid criterion for the identification and selection of historical-critical environmental education contents; the importance of establishing relationships between this fundamental unit and educational purposes in pedagogical work based on historical-critical environmental education, as a way to develop values of a worldview that proposes overcoming the contradictions between work and the environment; and the defense of a pedagogical planning of educational work as a way to promote an improving teaching through the instruction of scientific content, especially with regard to the relationship between environment and society.
As we understand early childhood education as an important and fundamental part of the school learning process for young children, we consider environmental education essential for their formation from the beginning of their school education. In this research, we shall discuss the importance of a critical environmental education, based on scientific concepts, for the promotion of an improving education that favors the child's development in its maximum possibilities. It is fundamental to face these individuals as righteous subjects that, for this reason, have the right to know the contradictions of the society in which they live, so that they can act in search of overcoming them. Therefore, this study had historical-critical pedagogy and historical-cultural psychology as its theoretical support. The historical and dialectical materialism presents itself as a crucial theoretical basis for both these theories, as well as for the realization of a work aimed at the transformation that the subjects establish with society and the environment. This basis has guided us in our discussions and surveys of official documents that support early childhood education and environmental education in Brazil, as well as in our bibliographic survey of theses, dissertations and articles that intend to discuss environmental education in early childhood schooling. The results pointed to a dominant trend of official environmental education in basic education that occurs with the overvaluation of everyday knowledge to the detriment of scientific content. We then have the dissolution of official criteria and contents, challenged by the distortion of reality through environmental awareness and the imprisonment of children in obscurantism that prevents them from knowing themselves in their relationship with the environment. Furthermore, the study revealed that environmental education does not hold a spot as a specific area in early childhood education in particular, nor in education in general. As we problematize this finding, we strive to achieve the research objective through the contributions of historical-critical pedagogy to conceive the insertion of critical environmental education in early childhood education. The main contributions of this study were: the need to establish a fundamental unit: the contradictions between work and the environment, as a valid criterion for the identification and selection of historical-critical environmental education contents; the importance of establishing relationships between this fundamental unit and educational purposes in pedagogical work based on historical-critical environmental education, as a way to develop values of a worldview that proposes overcoming the contradictions between work and the environment; and the defense of a pedagogical planning of educational work as a way to promote an improving teaching through the instruction of scientific content, especially with regard to the relationship between environment and society.
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Palavras-chave
Educação infantil, Educação ambiental crítica, Conceitos científicos, Pedagogia histórico-crítica, Early childhood education, Critical environmental education, Scientific concepts, Historical-critical pedagogy