CRITICAL SOCIAL THEORY AND HISTORICAL-CRITICAL PEDAGOGY: contributions to environmental education

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dc.contributor.authorLoureiro, Carlos Frederico B.
dc.contributor.authorCampos Tozoni-Reis, Marilia Freitas de [UNESP]
dc.contributor.institutionUniversidade Federal do Rio de Janeiro (UFRJ)
dc.contributor.institutionConselho Nacl Desenvolvimento Cient & Tecnol CNPq
dc.contributor.institutionLIEAS
dc.contributor.institutionUniversidade Estadual Paulista (Unesp)
dc.contributor.institutionCNPq
dc.contributor.institutionGPEA
dc.date.accessioned2018-11-26T17:06:24Z
dc.date.available2018-11-26T17:06:24Z
dc.date.issued2016-01-01
dc.description.abstractThis paper discusses the contribution of dialectical-historical materialism to the environmental debate, seeking foundations for environmental education in historical-critical pedagogy. As a socialist pedagogy stemming from Marxian thought and the struggles for public education and in defense of education workers, some of its statements and proposals are paramount to the materialization of environmental education practices and public policies, especially in the school context. For that purpose, the first section reviews some foundations of a critical epistemology and of the ontology of social being in dialectical-historical materialism's terms, thus situating historical-critical pedagogy's reasoning. The following section problematizes education as a process of human formation and the search for overcoming social relations of domination to discuss the social and historical significance of curricula for school education, including the environmental one. It finally claims such significance to be historical-critical pedagogy's largest contribution to critical environmental education, which has Marxian thought as its theoretical and methodological basis.en
dc.description.affiliationUFRJ, Programa Posgradu Educ & Psicossociol Comunidade, Seropedica, RJ, Brazil
dc.description.affiliationUFRJ, Programa Ecol Social, Seropedica, RJ, Brazil
dc.description.affiliationConselho Nacl Desenvolvimento Cient & Tecnol CNPq, Brasilia, DF, Brazil
dc.description.affiliationLIEAS, Rio Grande, Brazil
dc.description.affiliationUNESP Bauru, Programa Posgrad Educ Ciencia, Bauru, SP, Brazil
dc.description.affiliationCNPq, Brasilia, DF, Brazil
dc.description.affiliationGPEA, Cuiaba, MT, Brazil
dc.description.affiliationUnespUNESP Bauru, Programa Posgrad Educ Ciencia, Bauru, SP, Brazil
dc.format.extent68-82
dc.identifier.citationRemea-revista Eletronica Do Mestrado Em Educacao Ambiental. Rio Grande: Federal Univ Rio Grande, Inst Education, p. 68-82, 2016.
dc.identifier.issn2318-4884
dc.identifier.urihttp://hdl.handle.net/11449/161976
dc.identifier.wosWOS:000384523500006
dc.language.isopor
dc.publisherFederal Univ Rio Grande, Inst Education
dc.relation.ispartofRemea-revista Eletronica Do Mestrado Em Educacao Ambiental
dc.rights.accessRightsAcesso restrito
dc.sourceWeb of Science
dc.subjectEnvironmental education
dc.subjectdialectical-historical materialism
dc.subjectcritical theory - historical-critical pedagogy
dc.titleCRITICAL SOCIAL THEORY AND HISTORICAL-CRITICAL PEDAGOGY: contributions to environmental educationen
dc.typeArtigo
dcterms.rightsHolderFederal Univ Rio Grande, Inst Education
unesp.departmentEducação - FCpt

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Bauru - FC - Faculdade de Ciências