A condição humana no antropoceno: princípios educativos para horizontes legítimos de convivência

Abstract

The purpose of this study is to reflect on the human condition in the Anthropocene, in order to propose educational principles that can trigger processes of emergence of legitimate horizons of coexistence for the human Epoch. In the early 2000s, Paul Crutzen and Eugene Estoermer, perceiving that the human action took on unprecedented proportions compared to big natural events of change in Earth's geological moments, decide to name the Anthropocene, the human Epoch in which we live now. The term suggests that the Earth is emerging from the current geological Epoch, the Holocene (last 11,700 years), and that this consequence is strongly caused by human activities, placing the human being as a geological strength able of transforming terrestrial ecosystems forever. The Anthropocene, as a geological Epoch, is not yet officialized by the International Union of Geological Sciences, and may become so in 2021 at the 36th International Congress of Geology in India. The traces, the geological signs that researchers seek and are anchoring their evidence for the formalization of the Epoch, are the technofossils. These fossils are generated by human action, such as concrete, aluminum and plastic, which make up the technosphere. Within this context, the preoccupation of this study goes toward the understanding of human conducts, of human relational living with its species and with the others that cohabit the biosphere. The theoretical composition of the study articulates the knowledge derived from Humberto Maturana and Ximena Dávila's Cultural Biology, as a changing reflective process of the Biology of Knowing and the Biology of Love, with those of Complexity, especially about the triad of humanity (human condition) individual/society/species, by Edgar Morin. The theoretical-methodological outline assumed in this study is inspired by the contributions of Maturana (2002a, 2002b) - with the scientific explanations; and Morin (2004, 2005) and Morin, Ciurana and Motta (2003) - with complexity as a method. The scientific explanations, according to Maturana (2002a), are second-order reformulations of the observer's experiences involved in observing and accepted by another (observer), based on their validation criteria and the description of the elements that make up the experience of the praxis of living. However, complexity as a method is a generative path to and from thought, being a reflective activity of the subject who knows, is able to learn, invent and create in and during his path. Therefore, this study proposed as a result of the recursive dynamics of my life, four educational principles that enable the emergence of legitimate horizons of coexistence for the Anthropocene: Educate for: reflective autonomy; relational conducts based on love; ecological and social conscience; and ecological and social responsibility. Considering my history of actions and my relational living with the environment, with what I see and feel in relation to the human being acting in and about the world, my wish is identify that other ways of understanding the world, through education, make possible the emergence of conscious human beings of its historical drift as part of the whole, the Earth system.