Carlos Frederico Bernardo Loureiro

Complexidade e dialética: contribuições à práxis política e emancipatória em educação ambiental

No presente artigo analisa-se as principais orientacoes teorico-metodologicas que constituem a Educacao Ambiental, a luz de um referencial inserido na tradicao critica e dialetica historica. Problematizam-se as formulacoes funcionalistas e organicistas produzidas no campo da teoria dos sistemas e da visao holistica que diluem os aspectos politicos, sociais e culturais inerentes a complexidade ambiental, estabelecem uma unidade abstrata entre sociedade e natureza e, em algumas de suas propostas, hipostasiam o todo em relacao as partes. Ao final, sao resgatadas categorias definidoras da vertente emancipatoria ou transformadora da Educacao Ambiental, relevantes para um fazer educativo ambientalista que enfatize a participacao cidada, a ressignificacao do ambiente e a transformacao societaria, enquanto principios estruturantes e indissociaveis do processo de requalificacao do humano na natureza.

Contribuições da teoria marxista para a educação ambiental crítica

This article presents some of the principal contributions of the Marxist theory for the environmental education, considering that the educative practice in Brazil was constituted in a dialog with pedagogic conceptions and authors inserted in this field. We begin with a brief contextualization of the critical production (Marxist or not) and the theoretical disputes in environmental education field. Straight after, we discus about the influence and the appropriation of the critical pedagogies and of the structuring concepts of Marxian conception of education in the theoretical-methodological formulation in environmental education. As a sum and conclusion, we argue about the importance of the dialectical historical materialism in the contemporary environmental discussions, critically thinking about how it is presented in this context and particularly in environmental education.

A educação ambiental e as políticas educacionais: um estudo nas escolas públicas de Teresópolis (RJ)

This article has as its object the insertion of environmental education (EE) in public schools, using as a case study the municipal school system of Teresopolis (RJ). Critical EE is the theoretical framework adopted, allowing the understanding of this process in formal education in its relations with federal and municipal public education policies. In methodological terms, the research was developed initially through the analysis of the National Policy for Environmental Education (PNEA) and of official EE documents for that town. At a second moment, the focus rested on the study of official EE projects of the Municipal Secretariat for Education, and on a research conducted directly at schools through the application of a questionnaire built on the basis of a model employed by the Ministry for Education (MEC) in its 2006 study entitled “What do schools that say they are doing Environmental Education do?”. By the end of the study, even considering the pertinence of the initiatives by teachers and students in their school daily life, which materialized relevant practices, it was possible to conclude that fundamental questions – curriculum (guidelines, design, and content), reorganization of teaching workload (school management) and teacher initial and continued formation – still need to be addressed by public policies in order to process the effective rooting of EE within the school context.

Estado educador: uma nova pedagogia da hegemonia nas reservas extrativistas

This article analyzes the role performed by an international cooperation project (Projeto Resex) in the implementation of Extractive Reserves in the 1990s. Through the analysis of documents and reports referring to the negotiation and execution of the first phase of the Project in 1995-1999, the paper demonstrates the conflicting principles held by the collective subjects that participated in the formation of the Extractive Reserves and those produced, transmitted and promoted through the Projeto Resex. The presence of the state is discussed, found in a pedagogy of hegemony, operating in the deconstruction of the conquests sought by the rubber tappers in the 1970s and 1980s, and using Project Resex as a special pedagogic space.O presente artigo tem como objetivo apresentar as implicacoes teoricas e os desdobramentos da concepcao de desenvolvimento sustentavel, com enfase na elucidacao das diferencas na sua compreensao e utilizacao. A partir da revisao bibliografica, inicialmente, recupera-se a apreensao de Marx sobre a relacao homem, natureza e capitalismo. Na sequencia, apresentam-se abordagens marxianas criticas a concepcao do desenvolvimento sustentavel, a qual, embora usual, e ambigua e motivo de muitas controversias. Finalmente, evidenciam-se os aspectos para um novo tratamento as questoes ambientais face a insustentabilidade, inerente ao modo de producao capitalista e a destrutividade que o acompanha.

Crítica ao fetichismo da individualidade e aos dualismos na educação ambiental

In this article we establish the critic made to two recurrent categories in Environmental Education, in practical and discursive terms: the fetichism of individuality and the dualism school-society, speech-work. In the context of a theoretical reference from the emancipating dialectic tradition, we question the limits and the pedagogical implications of these categories in practicing environmental education. In this way, we draw attention to the necessity of deeper considerations and more debates of some non-historical and nondialectic points of view, eventhough sometimes related, in face of the challenges and objectives that environmental educators historically deals with. At last, we reaffirm the relevance of Marx´s dialectical method, when the objective is the construction of an Environmental Education established in understanding the reality in its complexity and context, and focused in excelling the social relations that were established in capitalism as a way to solidify a new level of the society in the nature.

Karl Marx na Leitura de Enrique Dussel: interpelações críticas à luz das lutas sociais na América Latina / Karl Marx in Reading Enrique Dussel: summonses light criticism of social struggles in Latin America

O proposito deste ensaio e destacar alguns pressupostos e implicacoes politicas da filosofia de Karl Marx na leitura de Enrique Dussel, trazendo contribuicoes teoricas para o processo de lutas sociais na America Latina. Temos conviccao que a aproximacao dos autores mencionados contribui de forma impar diante os processos libertarios neste contexto. O presente trabalho esta sistematizado em tres topicos, que se seguem a introducao, onde reiteramos as convergencias criticas entre o filosofo argentino Enrique Dussel e o alemao Karl Marx para a compreensao da America Latina. Inicialmente, abordaremos elementos reflexivos sobre Marx na leitura filosofica de Dussel. Em seguida, situaremos o cenario de expropriacoes e lutas sociais no sistema-mundo moderno colonial a partir deste referencial da America Latina. Por fim, na parte conclusiva, pontuaremos as “interpelacoes criticas” a partir de Dussel e Marx, na perspectiva das lutas sociais latino-americanas, que se constituem em filosofos fundamentais para compreendermos o processo de expropriacoes e lutas sociais no âmbito latino-americano.

Interdisciplinaridade e educação ambiental crítica: questões epistemológicas a partir do materialismo histórico-dialético

The essay discusses the relationship between interdisciplinarity and environmental education (EE) criticism in the light of epistemic issues from the perspective of historical and dialectical materialism, which is organized in three stages: in the introduction, we recommend the setting of environmental discussion in the face of the contemporary debate, and its theoretical formulations proposed to scale the EE from the critical, historical and complex knowledge. In the second, we situate in the light of historical and dialectical materialism conceptual and methodological bases of environmental education and its links with interdisciplinarity. In the third and last, we point out which epistemological implications of the historical and dialectical materialist method can give the interdisciplinary and critical EE. One must consider the historical and ontological components of human intervention in the environment, leaving the critical environmental processes to reflect on the dynamics of the relationship between society and nature, which without this dimension, make simplified environmental debate, fragmented and depoliticized by the negation of materiality contained in social relations.

A educação formal enquanto estratégia de luta dos povos caiçaras da Península da Juatinga, Paraty/RJ

Os caicaras da Peninsula da Juatinga enfrentam conflitos socioambientais decorrentes dos diferentes modos de uso e apropriacao do territorio. Diante do modelo de desenvolvimento estabelecido em Paraty, a educacao escolar se tornou necessaria como condicao objetiva de existencia desses povos. Este artigo tem como objetivo discutir a relacao entre a luta pelo territorio tradicional e o acesso a educacao formal. A partir de pesquisa exploratoria, realizada por meio de observacao e participacao em atividades relacionadas aos conflitos territoriais e as questoes educacionais, tem-se como resultado preliminar que a luta pela educacao desses povos, como parte constitutiva de suas lutas pelo direito de reproduzirem seus modos de vida, esta inserida no contexto de resistencia e enfrentamento a dominacao social e a injustica ambiental.