Universalismo e relativismo no trabalho com valores em educação ambiental: construindo sentidos

• Ano de defesa: 2014
• Autor(a) principal: Fraga, Lisiane Abruzzi de [UNESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual Paulista (Unesp)
• Palavras-chave em Português: Educação ambiental; Ensino médio; Ensino fundamental; Valores; Relatividade; Environmental education
• Link de acesso: http://hdl.handle.net/11449/202457; http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/30-10-2019/000925526.pdf

This research comes from the consideration of the Environmental Education as a possibility of subversion or resistance against the rationalist and utilitarian logic that prevails in the society structure and as consequence in the formal Education spaces. This work brings reflections from analysis I have performed about universalization and/or relativism predisposition that is probably present in the pedagogic practices involving the work with values in the Environmental Education field. I present the relevance of the knowledge upon this matter, besides the educator and society's responsibility and accomplishment, necessaries to the construction of new meanings relative to the collectively assumed values, related to the environmental question. However, such construction must happens in a way that it guarantees the subjects' autonomy and, at the same time, preventing that such values justify injustices, making the meeting with otherness difficult. I discuss, through the dialogical analysis - based on Bakhtin's methodology -, how much the pedagogical practices may predispose the Environmental Education values to universalization and/or relativism. Pedagogical practices of late middle school and high school teachers, who accepted elaborate and develop activities involving environmental values and themes with their students, were observed. The achieved meanings through this research indicate the necessity of the valorization of the meetings, in their singularity, in the school environment, as a possibility to overcome both universalization and relativism during the work with values in the Environmental Education practices. This may contributes towards the formation of a free and engaged subject, who will know how to act in each singular moment, participating in the construction of meanings to reality, existing as an ethical subject. His freedom will not prevent him to ... (Complete abstract electronic access below)