Dilemas da educação ambiental em tempos de crise civilizatória: a abordagem do tema transgênicos sob a ótica interdisciplinar

• Ano de defesa: 2019
• Autor(a) principal: Alves, Rubiane Fialho
• Orientador(a): Echeverría, Agustina Rosa
• Banca de defesa: Echeverría, Agustina Rosa, Costa, Lorenna Silva Oliveira, Echalar, Adda Daniela Lima Figueiredo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG)
• Departamento: Pró-Reitoria de Pós-graduação (PRPG)
• País: Brasil
• Palavras-chave em Português: Educação ambiental crítica; Formação de professores; Interdisciplinaridade; Transgênicos
• Palavras-chave em Inglês: Critical environmental education; Professor’s formation; Interdisciplinary; Transgenics
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/10178

Based on the recognition of the serious crisis of civilization in which we are inserted, with origins in a system that accumulates wealth and causes great environmental degradation and social inequality, this dissertation discusses the need to elucidate the transgenic theme from the interdisciplinary viewpoint, having as the object of the discussion the education of critical teachers. This is a theoretical research of documental and bibliographical analysis, for that reason we start from the theoretical foundation of dialectical historical materialism as a method, since we make a critical and dynamic analysis of the education of critical teachers, the interdisciplinarity and the Critical Environmental Education, contemplating the transgenic theme in different aspects, social, technical, political, economic, ethical, etc. The theme was chosen because it showed itself as potentially controversial in several aspects, due to the richness of chemical contents and its interdisciplinary nature that is also the core of Environmental Education. We assume the Critical Environmental Education as formative contribution to the graduated teachers, in the sense that it has transformative and emancipatory characteristic. We have developed the theme based on the definition of biotechnology and the contradiction between the Precautionary principle versus Substantial equivalence. Moreover, we have described the International Regulation of genetically modified organisms and focused on Brazilian legislation; we have discussed the relationship between the environment and the transgenics, as well as the socio-political and economic factors. We intertwined critical environmental education, interdisciplinarity and the teacher’s education. Finally, a critique of the fragmented higher education was made, and we highlighted the imperative of critical education for environmental educators, in a way that they can work on controversial and complex themes, such as the transgenics, critically and in the interdisciplinary approach.