Estado da arte sobre o lugar da ecologia profunda e da ecosofia na educação básica
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Data
2023-10-06
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Universidade Estadual Paulista (Unesp)
Resumo
A Ecologia Profunda e a Ecosofia representam uma corrente ambiental filosófica que propõe uma mudança no cerne social mundial, onde abandonamos a visão antropocêntrica (ecologia rasa) e começamos a olhar o mundo em uma visão biocêntrica. Apesar da teoria estabelecida, atualmente são poucas as pesquisas que investigam a aplicação da Ecologia Profunda e da Ecosofia na educação. Sendo assim, o objetivo desta dissertação foi realizar um levantamento bibliográfico qualitativo sobre a aplicação dos princípios da Ecologia Profunda e da Ecosofia no sistema formal de ensino brasileiro e na produção científica dos últimos vinte anos utilizando a categoria de pesquisa “Estado da Arte”. A busca por trabalhos acadêmicos publicados foi realizada em quatro bases de dados: Banco de Dados de Teses e Dissertações (BDTD), Google Acadêmico, Portal de Periódicos da CAPES e Scielo, e para cada plataforma foi montada uma estratégia de pesquisa específica com uma combinação e tradução dos termos que fosse capaz de encontrar o maior número possível de resultados. Foram selecionados e direcionados para locais específicos (pastas com identificação dos descritores) todas as publicações que trouxeram no título, resumo ou nas palavras-chave algum dos descritores definidos ou a combinação deles e que abordam a aplicação da Ecosofia ou da Ecologia Profunda no ambiente escolar, tanto no Ensino Fundamental quanto no Ensino Médio. Foram selecionados 17 trabalhos, sendo que alguns deles se repetiram entre as quatro plataformas utilizadas. Considerando as repetições, foram selecionados dois trabalhos acadêmicos no BDTD, nove no portal de periódicos da Capes, 18 no Google acadêmico e dois no Scielo. A metodologia para análise dos dados foi a Análise Textual Discursiva (ATD), gerando categorias e o metatexto. Apesar dos poucos trabalhos encontrados, verificamos que possuem propostas interessantes, com perspectivas profundas, boas ideias, materiais didáticos de qualidade, mas também com pontos a serem melhorados para uma efetiva aprendizagem desses princípios ecológicos. Por fim, consideramos que é possível realizar atividades pedagógicas transdisciplinares no sistema de ensino formal brasileiro que abordem as filosofias ambientais em questão, porém há a necessidade de que mais profissionais da área da educação e, em específico da Educação Ambiental, se interessem pela temática da filosofia para que novas metodologias sejam testadas, divulgadas e ampliada a sua inserção no ambiente escolar.
Deep Ecology and Ecosophy represent an environmental philosophical current that proposes a change in the global social core, where we abandon the anthropocentric vision (shallow ecology) and begin to look at the world from a biocentric vision. Despite the established theory, there is currently little research investigating the application of Deep Ecology and Ecosophy in education. Therefore, the objective of this dissertation was to carry out a qualitative bibliographical survey on the application of the principles of Deep Ecology and Ecosophy in the formal Brazilian education system and in scientific production over the last twenty years using the research category “State of the Art”. The search for published academic works was carried out in four databases: Database of Theses and Dissertations (BDTD), Google Scholar, CAPES Journal Portal and Scielo, and for each platform a specific search strategy was set up with a combination and translation of terms that would be able to find the largest possible number of results. All publications that included in the title, summary or keywords any of the defined descriptors or a combination of them and that address the application of Ecosophy or Deep Ecology in the school environment were selected and directed to specific locations (folders with identification of descriptors). , both in Elementary and Secondary Education. 17 works were selected, some of which were repeated across the four platforms used. Considering the repetitions, two academic works were selected in BDTD, nine in the Capes journal portal, 18 in Google Scholar and two in Scielo. Despite the few works found, we found that they have interesting proposals, with deep perspectives, good ideas, quality teaching materials, but also with points to be improved for an effective learning of these ecological principles. Finally, we consider that it is possible to carry out transdisciplinary pedagogical activities in the Brazilian formal education system that address the environmental philosophies in question, however there is a need for more professionals in the field of education and, specifically in Environmental Education, to be interested in the theme of philosophy so that new methodologies are tested, disseminated and expanded their insertion in the school environment.
Deep Ecology and Ecosophy represent an environmental philosophical current that proposes a change in the global social core, where we abandon the anthropocentric vision (shallow ecology) and begin to look at the world from a biocentric vision. Despite the established theory, there is currently little research investigating the application of Deep Ecology and Ecosophy in education. Therefore, the objective of this dissertation was to carry out a qualitative bibliographical survey on the application of the principles of Deep Ecology and Ecosophy in the formal Brazilian education system and in scientific production over the last twenty years using the research category “State of the Art”. The search for published academic works was carried out in four databases: Database of Theses and Dissertations (BDTD), Google Scholar, CAPES Journal Portal and Scielo, and for each platform a specific search strategy was set up with a combination and translation of terms that would be able to find the largest possible number of results. All publications that included in the title, summary or keywords any of the defined descriptors or a combination of them and that address the application of Ecosophy or Deep Ecology in the school environment were selected and directed to specific locations (folders with identification of descriptors). , both in Elementary and Secondary Education. 17 works were selected, some of which were repeated across the four platforms used. Considering the repetitions, two academic works were selected in BDTD, nine in the Capes journal portal, 18 in Google Scholar and two in Scielo. Despite the few works found, we found that they have interesting proposals, with deep perspectives, good ideas, quality teaching materials, but also with points to be improved for an effective learning of these ecological principles. Finally, we consider that it is possible to carry out transdisciplinary pedagogical activities in the Brazilian formal education system that address the environmental philosophies in question, however there is a need for more professionals in the field of education and, specifically in Environmental Education, to be interested in the theme of philosophy so that new methodologies are tested, disseminated and expanded their insertion in the school environment.
Descrição
Palavras-chave
Educação ambiental, Ensino fundamental, Ensino médio, Environmental education, Elementary school, High school
Como citar
MAGALHÃES, Thalita Helena. Estado da arte sobre o lugar da ecologia profunda e da ecosofia na educação básica. 2023. 80 f. Dissertação (Mestrado em Ensino e Processos Formativos) – Faculdade de Engenharia, Universidade Estadual Paulista - Unesp, Ilha Solteira, 2023.