O desenvolvimento da educação ambiental popular: reflexões sobre a ecoformação de professores
Ano de defesa: | 2019 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Educação |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/16235 |
Resumo: | This research, presented as Master's Dissertation in Education, in the Knowledge and Professional Development Line (PPGE-UFSM) seeks to construct tessituras about sustainable development and preservation of the environment. In particular, weaving together a sustainable education that is unfolded by concerns that take up political, social and ideological issues in a scenario of depredation. From the panorama of this theoretical essay, education is perceived as humanistic practice and presents an anthropological value that emerges from the unfinished nature of being, since there is a need to broaden the understanding of what is seen, the world. This paper proposes to the reader possible ways to try to re-signify the environmental education and the processes of Teacher Training, starting from the social-environmental rethinking. Its topics are based on a critical analysis of Popular Environmental Education and Urban Ecology, although it investigates the philosophical matrices of this education that corroborate with social emergencies in an intercultural perspective. As a methodological framework, interlocking of the preponderant theoretical frameworks was created, which allowed, through literary review, to delineate research under the qualitative prism. The research methodology follows a path that emerges from the phenomenological posture (Heidegger, 2006; Freire, 1981) to unfold in the dialogical proposal that Freire (2003) approaches in his pedagogy. This essay articulates education, society and the environment in the Brazilian context, towards a new educational praxis, in keeping with the new millennium: the Ecopedagogy. Finally, it gives conditions to rethink the existence of being in itself and in the world and to recognize that we are the whole and not part. In the face of this, this dissertation attempts to highlight the knowledge and challenges of the educator in correlating the ecology of knowledge (SANTOS, 2007) with ecoformation (PINEAU, 2003), based on dialogue and autonomy, in order to build knowledge through an education emancipatory. |
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network_name_str |
Biblioteca Digital de Teses e Dissertações do UFSM |
repository_id_str |
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spelling |
2019-04-16T16:02:41Z2019-04-16T16:02:41Z2019-01-22http://repositorio.ufsm.br/handle/1/16235This research, presented as Master's Dissertation in Education, in the Knowledge and Professional Development Line (PPGE-UFSM) seeks to construct tessituras about sustainable development and preservation of the environment. In particular, weaving together a sustainable education that is unfolded by concerns that take up political, social and ideological issues in a scenario of depredation. From the panorama of this theoretical essay, education is perceived as humanistic practice and presents an anthropological value that emerges from the unfinished nature of being, since there is a need to broaden the understanding of what is seen, the world. This paper proposes to the reader possible ways to try to re-signify the environmental education and the processes of Teacher Training, starting from the social-environmental rethinking. Its topics are based on a critical analysis of Popular Environmental Education and Urban Ecology, although it investigates the philosophical matrices of this education that corroborate with social emergencies in an intercultural perspective. As a methodological framework, interlocking of the preponderant theoretical frameworks was created, which allowed, through literary review, to delineate research under the qualitative prism. The research methodology follows a path that emerges from the phenomenological posture (Heidegger, 2006; Freire, 1981) to unfold in the dialogical proposal that Freire (2003) approaches in his pedagogy. This essay articulates education, society and the environment in the Brazilian context, towards a new educational praxis, in keeping with the new millennium: the Ecopedagogy. Finally, it gives conditions to rethink the existence of being in itself and in the world and to recognize that we are the whole and not part. In the face of this, this dissertation attempts to highlight the knowledge and challenges of the educator in correlating the ecology of knowledge (SANTOS, 2007) with ecoformation (PINEAU, 2003), based on dialogue and autonomy, in order to build knowledge through an education emancipatory.Esta pesquisa, apresentada como Dissertação de Mestrado em Educação, na Linha Formação Saberes e Desenvolvimento Profissional (PPGE-UFSM) busca construir tessituras sobre o desenvolvimento sustentável e a preservação do ambiente. Em particular, entretecer uma educação sustentável que se desdobre por inquietudes que retomam questões políticas, sociais e ideológicas em um cenário de depredação. Pelo panorama desse ensaio teórico, a educação é percebida como prática humanística e apresenta um valor antropológico que emerge da natureza inconclusa do ser, pois há necessidade de ampliar a compreensão do que se vê, o mundo. Esse trabalho, propõe ao leitor possíveis caminhos para tentar ressignificar a educação ambiental e os processos de Formação de Professores, a partir do repensar socioambiental. Seus tópicos perpassam por uma análise crítica em função da Educação Ambiental Popular e da Ecologia Urbana, ainda que investiga as matrizes filosóficas dessa educação que corroboram com as emergências sociais em uma perspectiva intercultural. Como marco metodológico, criaram-se entrelaços dos referenciais teóricos preponderantes, que permitiram através da revisão literária, delinear a pesquisa sob o prisma qualitativo. A metodologia da pesquisa percorre um caminho que emerge da postura fenomenológica (HEIDEGGER, 2006; FREIRE, 1981) para se desenrolar na proposta dialógica de Freire (2003). Esse ensaio articula a educação, a sociedade e o ambiente no contexto brasileiro, em direção a uma nova práxis educativa, condizente com o novo milênio: a Ecopedagogia. Por fim, dá condições para repensar a existência do ser em si e no mundo e reconhecer que somos o todo e não parte. Frente a isso, essa dissertação tenta evidenciar os saberes e os desafios do educador ao correlacionar a ecologia de saberes (SANTOS, 2007) com a ecoformação (PINEAU, 2003) assentada no diálogo e na autonomia, a fim de construir o conhecimento por uma educação emancipatória.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducação ambientalEcopedagogiaEcoformaçãoInterculturaEnvironmental educationEcopedagogyEcoformationInterculturalCNPQ::CIENCIAS HUMANAS::EDUCACAOO desenvolvimento da educação ambiental popular: reflexões sobre a ecoformação de professoresThe development of popular environmental education: reflections on teacher ecoformationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisBarcelos, Valdo Hermes de Limahttp://lattes.cnpq.br/7447760896466057Maders, Sandrahttp://lattes.cnpq.br/8358807580526339Veiga, Adriana Moreira da Rochahttp://lattes.cnpq.br/9245252793422468http://lattes.cnpq.br/9893901126328052Ramos, Bruno Montezano7008000000066000fd92949-4461-4d8f-a213-f112f22f0f96b29f8560-6b56-4c68-a99a-3a57843a042afffb4959-3576-4a06-9591-33591b4e8351702e0d1f-8bdb-4b70-8659-8d3f50a37e71reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEDUCACAO_2019_RAMOS_BRUNO.pdfDIS_PPGEDUCACAO_2019_RAMOS_BRUNO.pdfDissertação de Mestradoapplication/pdf1644543http://repositorio.ufsm.br/bitstream/1/16235/1/DIS_PPGEDUCACAO_2019_RAMOS_BRUNO.pdf54516d264285da9ab88e7e41c8b0970cMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
O desenvolvimento da educação ambiental popular: reflexões sobre a ecoformação de professores |
dc.title.alternative.eng.fl_str_mv |
The development of popular environmental education: reflections on teacher ecoformation |
title |
O desenvolvimento da educação ambiental popular: reflexões sobre a ecoformação de professores |
spellingShingle |
O desenvolvimento da educação ambiental popular: reflexões sobre a ecoformação de professores Ramos, Bruno Montezano Educação ambiental Ecopedagogia Ecoformação Intercultura Environmental education Ecopedagogy Ecoformation Intercultural CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
O desenvolvimento da educação ambiental popular: reflexões sobre a ecoformação de professores |
title_full |
O desenvolvimento da educação ambiental popular: reflexões sobre a ecoformação de professores |
title_fullStr |
O desenvolvimento da educação ambiental popular: reflexões sobre a ecoformação de professores |
title_full_unstemmed |
O desenvolvimento da educação ambiental popular: reflexões sobre a ecoformação de professores |
title_sort |
O desenvolvimento da educação ambiental popular: reflexões sobre a ecoformação de professores |
author |
Ramos, Bruno Montezano |
author_facet |
Ramos, Bruno Montezano |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Barcelos, Valdo Hermes de Lima |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7447760896466057 |
dc.contributor.referee1.fl_str_mv |
Maders, Sandra |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/8358807580526339 |
dc.contributor.referee2.fl_str_mv |
Veiga, Adriana Moreira da Rocha |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/9245252793422468 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9893901126328052 |
dc.contributor.author.fl_str_mv |
Ramos, Bruno Montezano |
contributor_str_mv |
Barcelos, Valdo Hermes de Lima Maders, Sandra Veiga, Adriana Moreira da Rocha |
dc.subject.por.fl_str_mv |
Educação ambiental Ecopedagogia Ecoformação Intercultura |
topic |
Educação ambiental Ecopedagogia Ecoformação Intercultura Environmental education Ecopedagogy Ecoformation Intercultural CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Environmental education Ecopedagogy Ecoformation Intercultural |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research, presented as Master's Dissertation in Education, in the Knowledge and Professional Development Line (PPGE-UFSM) seeks to construct tessituras about sustainable development and preservation of the environment. In particular, weaving together a sustainable education that is unfolded by concerns that take up political, social and ideological issues in a scenario of depredation. From the panorama of this theoretical essay, education is perceived as humanistic practice and presents an anthropological value that emerges from the unfinished nature of being, since there is a need to broaden the understanding of what is seen, the world. This paper proposes to the reader possible ways to try to re-signify the environmental education and the processes of Teacher Training, starting from the social-environmental rethinking. Its topics are based on a critical analysis of Popular Environmental Education and Urban Ecology, although it investigates the philosophical matrices of this education that corroborate with social emergencies in an intercultural perspective. As a methodological framework, interlocking of the preponderant theoretical frameworks was created, which allowed, through literary review, to delineate research under the qualitative prism. The research methodology follows a path that emerges from the phenomenological posture (Heidegger, 2006; Freire, 1981) to unfold in the dialogical proposal that Freire (2003) approaches in his pedagogy. This essay articulates education, society and the environment in the Brazilian context, towards a new educational praxis, in keeping with the new millennium: the Ecopedagogy. Finally, it gives conditions to rethink the existence of being in itself and in the world and to recognize that we are the whole and not part. In the face of this, this dissertation attempts to highlight the knowledge and challenges of the educator in correlating the ecology of knowledge (SANTOS, 2007) with ecoformation (PINEAU, 2003), based on dialogue and autonomy, in order to build knowledge through an education emancipatory. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-04-16T16:02:41Z |
dc.date.available.fl_str_mv |
2019-04-16T16:02:41Z |
dc.date.issued.fl_str_mv |
2019-01-22 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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http://repositorio.ufsm.br/handle/1/16235 |
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http://repositorio.ufsm.br/handle/1/16235 |
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por |
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por |
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700800000006 |
dc.relation.confidence.fl_str_mv |
600 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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Universidade Federal de Santa Maria Centro de Educação |
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UFSM |
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Brasil |
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Educação |
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Universidade Federal de Santa Maria Centro de Educação |
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