Meio-ambiente ou (meio-ambiente): a complexidade na educação ambiental

Abstract

By the observation that environmental education has been backed by a gearhead and linear thinking, which is the paradigm of simplicity for Morin, it establishes the following guiding hypothesis for this research: the difficulty in establishing proposals against renewing the social status of crises is the current understanding of the environment, because this concept is mainly comprised of two distinct pathways and contradictory. From this northern, investigates the environmental education literature and from school daily narratives that explain the representation of the environment, proposing a conceptual and practical sewing from complexity to an education reform under a baldrame epistemological one for Planetary Environmental Education sector. The first chapter provides the context of the problem, which is not education, but the substrate is greater than the company itself. It is discussed in this chapter, which Morin and Kern call planetary crisis, its implications and reversal points. Education is one of these turning points. Although the education, to paraphrase Paulo Freire, alone can not realize a new society, more humane. In the second chapter, presents the empirical research. Here, we will reap the field and narrative (fictional, as proposed Reigota) in schools, focusing research on students in higher education, specifically the pedagogy courses. From a currency guide, the goal is to find these individuals in the writing, elements that prove (or disprove) the hypothesis of dichotomization of the environment, ie the (environment) anthropocentric and biocentric environment. In the third chapter in the diving literature on environmental education and Complexity, in order to devise a solid epistemological fabric, impervious to weather shredders of Cartesian science and the economy (even with his speech on sustainability), capable of guiding plans, political and educational programs (including the non-formal education) concerned with the consolidation of green behavior and conduct pro-active, necessary to safeguard the planet. Finally, we present the conclusions in terms of epistemological proposal and, while traveling, raising up new questions for further research. That's because education should not be regarded as a science in which the postulates are given, but to become consistent with the complexity, must be constructed and reconstructed in everyday life.