Percepções da educação ambiental e o avanço da barbárie socioambiental : uma proposta de sequência didática na perspectiva fenomenológica

Abstract

This theoretical and bibliographic research focuses on the Environmental Education in teacher training and has a qualitative approach. The study braces a Critical Environmental Education in teacher training courses as well as the challenge of its adoption inside and outside classrooms, considering the uncertainties caused by a civilizatory and paradigmatic chrisis. The research question can be understood as the contribution of the phenomenology of perception to the development of a transdisciplinar didactic sequence, built for the socioenvironmental perception. The Critical Environmental Education may help to overcome the human-nature dichotomy. The study aims to present a didactic sequence for teacher education in a phenomenological perspective, based on the Critical Environmental Education. The specific objectives are: to reflect on the challenges of the critical environmental education teaching in order to enable the socioenvironmental perception and hold back the barbarism advance; to aprehend the potential of the phenomenology of perception for the Critical Environmental Education in teacher training; and to contribute with a didactic proposal for Critical Environmental Education using the phenomenology of perception. Thus, the research is based on the studies of Mauro Guimarães, Michèle Sato, Maurice Merleau-Ponty, Lívia de Oliveira and Milton Santos, aiming to use the potential of the phenomenology to understand the environmental issues and to reflect a didactic sequence proposal for the Critical Environmental Education in teacher training, especially biologists, geographers and pedagogists, encouraging the urgent need of conciliation between humans and the planet Earth, Gaia.