A linguagem da educação ambiental e a construção da pertença planetária

Abstract

The main purpose of this work is to build links between the senses of environmental educators’ language , related to the management of solid waste at school, and the way in which students learn about their belonging to this planet. For that, we divide the work in three chapters. In the first chapter, we present the theoretical matrix, based on the Biology of Knowing and the Biology of Love by Humberto Maturana (1997, 1998, 2001), from the concepts which are the basis of this piece of research: action fields, structural coupling, autopoiesis, language, conversations, living together, emotions. From the point of view of environmental education, the theoreticians who anchor the study developed agree with Maturana in the aspect of the systemic paradigm in environmental education: Gadotti (2000), Vasconcellos (2001), Reigota (1999), Morin; Ciurana; Motta (2003), Carvalho (2006), Leff (2001), Capra e Steindl-Rast (1990), Grün (1996). The second chapter presents the methodological trajectory anchored in a proposal by Moraes; Galiazzi (2007) which becomes effective by the process of immersion and impregnation in the transcriptions from focal groups made at the primary school where this study took place: unitarianisation and categorization of elements found in the corpus, analysis through which we tried to answer the question that constitutes the problem and encourages reflection: Does language used in environmental education, and the way in which it refers to solid waste at school, make possible to learn the senses of belonging and inhabit? Trying to answer this question, in the third chapter, we present a description and an interpretation of the data of the corpus, analyzing the language used in environmental education in its various fields, and we note two categories as markers: fields of action and coexistence of environmental education. Through subcategories, actions are described, the use of terms and laws is interpreted, discourse is analyzed, together with projects and care at school; domain of emotions in conversation which analyses emotions of discouragement, negation of the other, responsibility, and acceptance of the other. The dialogue among categories allows to conclude that, possibly, environmental education at school dos not build in students the consciousness of their belonging to the planet: the fields of action in which environmental education happens do not bother them, as there is no interaction with the environmental problems of their neighborhood, and emotions that lead to actions are those of negation of the other and discouragement. This study also treats the possibility of constituting a sustainable environmental education, which can cope with responsibility and acceptance of the other when sharing, constructing in subjects, cohabitation and building of a planet belonging consciousness, through pedagogical actions in talking and doing, as: promoting knowledge, interaction, transformation, and care of the school , as well as of the place where they live, observing the neighborhood, cultivating orchards, gardens, and trees, segregating and properly conditioning solid wastes, as well as providing the minimization of their generation and adequate destination , according to law.