Educação planetária: paradigmas, discursos e práticas educativas em ONGS no sémi-árido da Paraíba - Estudo de caso

• Ano de defesa: 2010
• Autor(a) principal: Feitosa, Antonia Arisdélia Fonseca Matias Aguiar
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraí­ba; BR; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Educação Planetária; Organização-Não Governamental; Projetos Sociais; Planetary Education; Non-Governmental Organization; Social Projects; CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/4909

The Planetary Education presents, in the 21st century, as a promising expectancy for the educational projects of human formation. This makes up a strategy for developing, in the individual, the understanding of his or her itinerancy in the planet. In this perspective, we understand that the contemporary educational processes can be conducted by different sectors of society, such as the Non-Governmental Organizations (ONGs) with projects of social action in which such processes are developed. Thus, this research aims to trying to understand how the relation among the educational processes accomplished inside such entities and the theoretical, methodological, ideological and political proposals regarding the Planetary Education occur. Hence, two questions guided the investigation: first, to know from which theoretical and methodological bases, the materiality of the planetary education takes place and secondly, which educational processes attained from such actions, concerning the ONGs´ scope, are related to the Planetary Education. In this analysis, we adopted the case study which is restrained to two social action projects fulfilled in a non-governmental entity, in the town of Cajazeiras-PB. The analyzed data were obtained from the coordinators, managers and the beneficiaries of the social action projects, by means of observation, interviews and documental research, during July/2008 to December/2009. The organization and interpretation of the collected content were achieved by taking into account the phenomenological method. The results were systematized from formulated analysis categories and they showed that all the participants involved know how important these social action projects are for the improvement of life quality of those people who live in undesirable situations. This has enabled that the educational processes, made possible by such proposals, are carried out in a contextualized, participative and sharing way and, thus, have arisen, in the involved participants, the feeling of commitment and responsibility with the building of new social sceneries. The thesis which builds on the investigative course is that the Non- Governmental Organizations, with social projects, promote positive changes in both people s and communities´ lives and, in this way, the planetary education is practiced, once their interventions promote, in the individuals, new ways of seeing as well as being in the world. Such interventions also allow these people to understand their protagonist role while building up their identities and the personal and collective self-accomplishment. Furthermore, they contribute for the pertinent knowledge production by means of solidarity and cooperative participation.