A educação ambiental e a (trans)formação docente: da cultura ao biológico – da biologia ao cultural

Abstract

This is based on the scientific work of Humberto Maturana, creator of Biology of cognition and Biology of love. These have served as the basis for his research along with Ximena Dávila, to constitute what they call Cultural-biology. The mode of producing knowledge and the thinking system that emerge simultaneously with the work of Maturana are a way of dealing with the issues of human bases that have offered many of the philosophies and the sciences that study human beings. Specially in education, the human presents itself as object, both of intentionality and non-intentionality inherent of any interaction. This concern about the meaning of the human that is adopted in education, consciously or unconsciously, is a starting point for this work. The themes involving human knowledge are produced in different spaces. This work attempt to approach some perspectives in order to reveal the differences in some of the meanings that have been propounded and used in different disciplines, and what could be open from the perspective adopted here. Some key notions that make up the Biology of cognition and Biology of love are presented, as well as some elaborations that arise with the Cultural-biology. This seeks to establish an area of understanding in a way of producing knowledge and a way of thinking from which relevant issues are presented to education spaces, such as: to hearken; to know and to produce ourselves, humans, in education; love; ethics; citizenship. The human as a living system, is regarded in its relational operation. Thus, emotions are abstracted as relational dynamics, and simultaneusly with the language, both emerge in our conversations. With this perspective, along with our human abilities in language, the relational dynamics are included as one of the basic ambits in which we become human. One way to think over the live beings in which we constitute ourselves, in which a place is open for an understanding of ourselves that considers our desires, emotions, wishes, preferences, not as something special, but as a basic dynamic of all living beings and primary source of what we do. Along with this, it enables an understanding of the ethical and social responsibility, which thus appears immanent on any human doing. With the knowledge that appears in this situation, a fundamental knowledge emerges in the whole range of education, particularly for a person to reflect. Also for teachers and students in their interactions and their human doings among themselves and with living and nonliving beings.