Pedagogia Ecovivencial: por uma Educação Ambiental Emancipatória.

• Ano de defesa: 2014
• Autor(a) principal: Schulz, Luciane
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Educação Ambiental; Environmental Education; Educação do Campo; Jogo de Areia; Pedagogia Ecovivencial; Field Education; Sand Play; Ecoexperiential Pedagogy; CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/7755

The assumptions that underlie this study are: that through ecoexperiences felt by the participants, from the everyday life, it is promoted the learning by stimulating the decision making and the responsibility, under an emancipatory perspective; that love is the emotion that constitutes the domain of actions and the emotions which define our relationship with the world and determine how we live our lives. The object of study is the Ecoexperiential Pedagogy while self-ecoteaching instrument. From this concept we defend the following thesis: "through Ecoexperiential Pedagogy, based on affective bases, it is possible to materialize an Emancipatory Environmental Education". The research had the aim to establish the epistemological and praxeological bases of the Ecoexperience Pedagogy, united with thirteen subjects, eight who was living in rural areas and five who was living in urban areas, all of them were students at Human, Social and Agrarian Sciences of UFPB, located at Bananeiras-PB, where they attended the Pedagogy, Agroecology Bachelor, Agricultural Poust High Scholl Degree and Agricultural Technical Course. The field study was developed during October 2011 and extended up to May 2013. As theoretical sources we anchored in Gutierrez & Prado’s Ecopedagogy (2008), in the Maturana’s teachings and his Biology of Love theory (2001, 2008, 2009, 2010, 2011) and in the emancipatory conception of Freire (2011a, 2011b, 2012a, 2012b, 2013 e 2014). As this work is a social sphere research, the methodological route it was identified with the descriptive and the interpretive concept, having as support the Merleau-Ponty’s anthropological phenomenology or embodiment conception. For the obtainment data, we applied the semi-opened questionnaire in the initial and final diagnosis, the Sand Play was executed in three different moments (at the beginning, during the study and at the end). We applied nine ecoexperiences with pedagogical intervention; we developed the participative observation of the periphery type, and the field diary and photographs and audio recorder too. To the obtained dates treatment we resorted to Tamaio (2002), Sauvé (2005) and Bardin (2011), using the content analysis methodology. In view of the analyzed elements, it is formulated the synthesis: i) the Ecoexperiential Pedagogy promoted a conceptual improvement of the subjects with the emergence of one integrative and systemic vision about the elements water (an endogenous component) and earth (an exogenous element), directly involved with the making and the living in the countryside, reflecting in the change of their habits and attitudes in respect to the environment where they live; ii) the Ecoexperiential Pedagogy possibilited the identification of the “the countryside kids” with a rugged and rustic profile face of the adversities, reaffirming the idea of the live in the countryside viability through the sustainability, having as background the education, the knowledge, the academic knowledge and the knowledge of the earth, signaling to the conception of libertarian education; iii) the Ecoexperiential Pedagogy, by means of its loving spaces, stimulated the subjects to flow in front of ecoexperiences proposals, in a self-reflective and self-ecoformative process, bringing to the research an historical moment that they live, the emerging voice of struggle on earth, to the preservation its culture and source of sustenance and life. All these findings are significant to validate our proposal Ecoexperiential Pedagogy as a teaching strategy for Emancipatory Environmental Education.