Concepções de sustentabilidade e sua relação com as vertentes de educação ambiental: um estudo da UFSCar campus Sorocaba
Resumo
Environmental education goes through multiple interpretations. Layrargues and Lima propose
three political-pedagogical macro trends of environmental education: conservationist,
pragmatic and critical. In the critical cnception of environmental education, the component of
Critical-transforming Environmental Education brings an environmental education conception
based on Freire’s pedagogy through the generative themes, based on the problematization and
comprehension of social contradictions lived in the current socioeconomical system aiming at
the transformation of reality, and based on the emancipation and humanization of the subjects.
Among the principles of environmental education is sustainability, whose conception around it
is polysemic. The fact that UFSCar – Sorocaba Campus adopted such principle in the context
of its creation has turned it into an example for this research. Thus, the main objective of this
work is to explicit the implications of the different conceptions of sustainability for the strands
of environmental education, in its relation to UFSCar – Sorocaba Campus. For that, we did a
literature review on sustainability, bringing its implications for environmental education and
adopting the macro trends of Layrargues and Lima’s environmental education as analytical
parameters. In the context of UFSCar – Sorocaba Campus we analyzed: 1) the documented and
undocumented trajectory of the events, through the analysis of three main documents about the
institution; 2) the application of a questionnaire to the teachers who were part of the
construction and creation of the campus; 3) transcripts of semi-structured interviews conducted
with teachers and managers who participated in the creation of the Sorocaba Campus.
Procedures of discursive textual analysis were used to the analysis of these data. The results
obtained allowed to relate book authors conceptions of sustainability as conservative and
critical, and allowed to establish relations with macro trends of environmental education. Thus,
conservative conceptions of sustainability may be related to Conservationist and Pragmatic
environmental education macro trends, and critical concepts may be related to Critical
environmental education macro trends. In the context of UFSCar - Sorocaba Campus, it was
possible to understand that the principle of sustainability adopted when the campus was created
can be classified as conservative, whose environmental education conceptions appear
pragmatic. The analysed documents, sometimes, bring a Critical environmental education
speech. In order to implement this (Critical) environmental education concept in the institution,
we highlight the contributions of the Critical-transforming Environmental Education: the
component the role in the formation of multiplying agents in favor of social transformation, the
overcoming of contradictions from the current socioeconomic system and the emancipation of
subjects to a more just and egalitarian world.
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