O desenvolvimento da educação ambiental popular: reflexões sobre a ecoformação de professores

Abstract

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.