Antropofagia e educação ambiental em seus sentidos estéticos e políticos

• Ano de defesa: 2017
• Autor(a) principal: Oliveira, Herman Hudson de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educação ambiental; Antropofagia; Estético-Política; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Environmental education; Anthropophagy; Aesthetic-Politics
• Link de acesso: http://ri.ufmt.br/handle/1/1886

This qualitative research at the Doctoral level in Education considers Anthropophagy as an investigative axis. The Anthropophagy proposed by Oswald de Andrade was part of a modernist counterculture movement that considered aesthetic and political production in its authenticity and vitality. On the other hand, the political and ethical-aesthetic interfaces and positions of certain paths of Environmental Education inBrazil have conceptual andideological proximity to this movement. Thus, this research sought to understand how, how and by what trajectories these interfaces of environmental education were ideologically and historically constituted in the environmental and legal fields. In order to reach this understanding, environmental educators of the Brazilian environmental education networks were interviewed in order to knowhowphenomenologically this devastating process would happen in the lived, in the world and in the relationship with the other. These interviews took place in person and virtually in semi-structured dialogues about the constituent axes of environmental education within normative and subjective frameworks. It is a question of observing several different paths of subjectivation that have been pointed out as lines of escape of monolithic territories that make up the actions, knowledge and environmental senses. In this way the Oswaldiana Antropofagia acquired an extraordinary sense in the perspective of the singularity and ordinary in relation to a significant part of the daily life of the subjects studied. This circular and spiral line, in thesis, would answer by processes of perception and construction of subjectivities and subjections in real territories of existence. Finally, but we do not definitively observe that the phenomenological and anthropophagic character was revealed in dialectical dives of the lived, but also dialogical in its educational character. This dynamics provided the aim of a methodological proposal while revealing subtleties of experiences of environmental educators in their ethical-aesthetic and political commitments whose route refers at all times to real territories of existence in the guattariansense.