Educar e educar-se na prática social de ativismo pela causa animal: construindo significados

• Ano de defesa: 2022
• Autor(a) principal: Godoy, Luciana Cristina
• Orientador(a): Oliveira, Maria Waldenez de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• Palavras-chave em Português: Processos educativos; Ativismo pela causa animal; Estudos críticos animais; Estudos decoloniais; Educação libertadora
• Palavras-chave em Inglês: Educational processes; Activism for the animal cause; Critical animal studies; Decolonial studies. liberating education
• Palavras-chave em Espanhol: Procesos educativos; Activismo por la causa animal; Estudios críticos en animales; Estudios decoloniales; Educación liberadora
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/19757

Among the various rhetorics that reinforce a binary position between animal-beings and human-beings, reinvigorating the assumptions of the Anthropocene, we highlight in this thesis the pedagogical rhetoric. A paradigm shift in the field of Education is necessary, involving the adoption of an ecological attitude, that is, an urgent resumption of forms of dialogue with nature, confronting the western-modern paradigm and its hierarchical conception of humanity, which is central to this problem. Academic production, especially in this field, has not focused on thinking-writing or being-animals in light of this epistemic confrontation. In view of this, connected to studies and developed together with the research group “Social Practices and Educational Processes”, this study seeks to confront this gap, thinking about liberating education through experiences woven within the diversity of activists who propose to defend the interests of animal beings; a spectrum of struggle that we conceive as an animal cause. In this sense, what is questioned in this study is: what are the meanings attributed to the animal being and to the social practice of activism for the animal cause by subjects who participate in it? And, what educational processes are consolidated in this social practice? To understand the phenomenon investigated, the methodological path adopted is qualitative and participatory, made use of procedures for data collection in three moments: methodological coexistence of netnographic inspiration; access to research subjects using the Snowball method and; application of phenomenological semi-structured interviews. Data analysis adopted the situated phenomenon modality. The research process is anchored in theoretical and methodological contributions from Decolonial Studies, Critical Animal Studies and Phenomenology. The results suggest that the meanings attributed to being and cause have a sensitive element in the constitution of the self and the other, which corroborate the sense of animal alterity, built in the theoretical-conceptual argumentation of this thesis. Finally, we announce some educational processes that emerge from the social practice of activism for the animal cause and can contribute to bringing reflections on the initial and continued training of teachers, which involves an ecopedagogy, as well as in the purposeful elaboration of school pedagogical practices, with aimed at raising awareness in interspecies coexistence, building a repertoire about legal and scientific information, about the consequences of human-animal exploratory interrelationships and knowledge of veganism practices, as a political-philosophical alternative for confronting animal exploitation.