Papers by Daniel Fonseca de Andrade
The dimension of environmental problems worldwide is astonishing: deforestation, pollution of all... more The dimension of environmental problems worldwide is astonishing: deforestation, pollution of all kinds, water scarcity, waste production and biodiversity loss are some pressing examples of the increasing environmental issues we face nowadays. In this context, it is acknowledged that education plays a key role in tackling them. Since the 1970´s there has been a growing effort to educate people environmentally. However, as environmental education matures there is increasing perception that the reversion of the current environmental scenario will not be attained by a sum of individual and disconnected initiatives. Therefore, environmental education needs to advance in terms of strategy. We advocate that it has to do so through an increment of its action focus: from merely engaging in the design of pedagogies to be developed with different audiences, environmental educators should broaden their horizon and design strategies that encompass people from whole territories (neighborhoods, cities, states, province, countries and others). That is, they need to get involved in the design and implementation of public policies. However, the experience of around fifteen years with environmental education public policies in Brazil has shown that this is a challenging enterprise, since environmental educators' backgrounds in general does not involve public administration matters. In these processes, multidimensional aspects are encompassed: environmental and educational legislation, the knowledge of existing environmental education educational and management structures in the territory, the imbroglio of competences, availability of resources, the ability to create instruments that are finely tuned with the objectives of the policy, the link among environmental education theory, environmental context and an architecture of action, the projection of future scenarios and so on. Also, there is the matter of organizing a general plan into different document texts to structure the action in detail, including that of a law. In this context, the objective of this paper is to present the results of a structural analysis of the law of the national policy of environmental education. The analysis has been carried out against some national and international documents of reference in environmental education and public policies bibliography. The results highlight aspects that have been organized into two categories: operational and pedagogical aspects, and instruments. As the law of a policy can be a fundamental part of it, structure refinements may be essential for the impact of the policy as a whole. By highlighting problematic aspects of a law, we aim
Bookmarks Related papers MentionsView impact
RESUMO: Este artigo traz os resultados de uma pesquisa realizada em três projetos de educação amb... more RESUMO: Este artigo traz os resultados de uma pesquisa realizada em três projetos de educação ambiental desenvolvidos em áreas rurais na região de Ribeirão Preto, SP. O estudo teve como objetivo levantar as características principais das práticas educativas desenvolvidas nessas localidades e foi desenvolvido por meio de observações de práticas no campo e também por entrevista com os responsáveis por cada um dos projetos. Os resultados demonstram diferenças epistemológicas entre os três projetos, refletindo a diversidade da educação ambiental brasileira. A finalidade desta pesquisa foi colaborar com a reflexão sobre projetos em áreas rurais, que estão se tornando comuns na região. Palavras-chave: Áreas rurais; educação ambiental; projetos; região de Ribeirão Preto. ABSTRACT: This article approaches the outcomes of research carried out at three rural-area environmental education projects developed in the region of Ribeirão Preto, SP. The objective of the research was to raise the main educational characteristics of such projects and was sought through field observations and interviews with responsible personnel. The outcomes demonstrate epistemological differences among the three projects, reflecting the Brazilian environmental education diversity at large. This research aimed at collaborating with reflections upon projects of this sort, which are becoming common in the region.
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
RESUMO: Políticas públicas de educação ambiental no Brasil estimulam o envolvimento de educadores... more RESUMO: Políticas públicas de educação ambiental no Brasil estimulam o envolvimento de educadores em processos de políticas públicas mediados pelo diálogo. Isso demanda o desvelamento do conceito de diálogo, objetivo deste trabalho. Os resultados do levantamento bibliográfi co estabelecem a relação entre o diálogo, as políticas públicas de educação ambiental e seus pressupostos epistemológicos, trazem a fundamentação fi losófi ca e abor-dam a teoria operacional para o diálogo. Por fi m, indicam obstáculos a sua ocorrência e sugerem a formação de espaços de diálogo para contorná-los. Palavras-chave: Educação ambiental. Programa Nacional de Educação Ambien-tal. Diálogo. Políticas públicas. DDDDDDDD BBBBBB ABSTRACT: Brazilian environmental education public politics encourage educators to get involved in processes of public politics mediated through dialogue. This demands an enquiry into the concept, the objective of this essay. The results of the bibliographical review establish the connection between dialogue, environmental education public policies and their epistemological presuppositions, outline the philosophical groundings and approach the operational theory of dialogue. In the end, they indicate obstacles to its emergence and suggest the formation of spaces of dialogue to get around them.
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Resumo A opção epistemológica do Programa Nacional de Educação Ambiental (ProNEA) de incentivar a... more Resumo A opção epistemológica do Programa Nacional de Educação Ambiental (ProNEA) de incentivar a construção de processos de delineamento e implantação de políticas públicas participativos em Educação Ambiental no Brasil abre, para educadores e educadoras ambientais brasileiros, um novo campo de um campo de reflexão e ação: políticas públicas. Mais do que o envolvimento em projetos pontuais, atores em EA agora compartilham o desafio de concretizar idéias que se fazem presentes nos discursos e documentos especialistas, mas não são levadas para o campo das práticas. Esse novo desafio demanda um conjunto de conhecimentos teóricos e metodológicos que em geral não fazem parte de sua formação. Um dos aspectos considerados aqui fundamentais para esse novo tipo de atuação é o conhecimento filosófico e operacional do conceito de diálogo, uma forma de conversa diferente de outras com as quais geralmente compartilha significado e que, quando desempenhado a contento, pode fazer importantes contribuições para esses processos. O presente texto fará um histórico da institucionalização da EA no Brasil, relacionará o ProNEA com as bases epistemológicas que o orientam e discorrerá sobre a teoria do diálogo, tanto sua fundamentação filosófica quanto alguns aspectos de sua teoria operacional, com destaque para as diferenças em relação a outras formas de conversa e também obstáculos para sua implantação. Por fim, sugerirá o diálogo como conhecimento importante para atores de EA no sentido de colaborar com a radicalização da dimensão participativa da democracia em processos de delineamento e implantação de políticas públicas, à luz do ProNEA.
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
A educação ambiental brasileira demonstra uma evolução que se reflete no nível de organização da ... more A educação ambiental brasileira demonstra uma evolução que se reflete no nível de organização da mesma dentro do país, passando de um contexto de ações pontuais espacial e temporalmente, para o estabelecimento de parcerias não formais (redes) e organização de projetos e programas. Considera-se aqui, no entanto, que é necessário que se produza um novo momento, no qual as diversas iniciativas desenvolvidas consigam instigar, em seu território, a consolidação de políticas públicas de educação ambiental. O presente trabalho aproxima a educação ambiental das teorias de políticas públicas e propõe um modelo que visa colaborar com a construção de políticas públicas em educação ambiental a partir do viés da participação e do diálogo, conforme sugerem vários documentos da educação ambiental brasileira e internacional. Palavras-chave: Educação ambiental. Diálogo. Comunidade interpretativa. Política pública. Modelo de análise.
Brazilian environmental education demonstrates an evolution which is reflected in its level of organization within the country, from spatially and temporally limited actions to the development of informal partnerships (networks) and the organization of environmental education projects and programs. It is considered in this paper that there is the need for a new level of action, in which such several initiatives are able to prompt the consolidation of public environmental education policies. This paper approaches environmental education through public policy theories and proposes a model that aims to collaborate with the construction of environmental education public policies from the viewpoint of participation and dialogue, as suggested by several Brazilian and international environmental education documents.
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Colonizing processes take many forms. Although they are generally related to the use of force, th... more Colonizing processes take many forms. Although they are generally related to the use of force, they may also happen through subtler means such as education, and subconsciously, whenever educational proposals are designed to suit a wide variety of contexts. This essay suggests that environmental pedagogies should be based on a dialogical mindset and methods, where all participants are seen as subjects and there is no desire to coerce, seduce, correct, convert or persuade others. Based on the bibliographical review, the article unveils the concept of dialogue and recommends four important skills for the creation of dialogical spaces. In times when cultural standardization leads to environmental degradation, dialogical pedagogies foster a better comprehension of individuals’ and collectives’ identities and, by doing so, collaborate with the maintenance of socio-diversity.
Bookmarks Related papers MentionsView impact
Resumo: O objetivo deste artigo é demonstrar que os objetivos dos processos de educação ambiental... more Resumo: O objetivo deste artigo é demonstrar que os objetivos dos processos de educação ambiental, diferentemente daqueles das práticas de gestão ambiental, devem se encontrar nas dimensões subjetiva e intersubjetiva da vida, e não na objetiva. Para desenvolver tal argumento, discorre sobre a formação do pensamento na era moderna e sua consequente objetificação, que relegou a subjetividade e a intersubjetividade a um segundo patamar de importância na compreensão sobre a realidade. Em um segundo momento, o artigo trata das limitações do objetivismo e a emergência da complexidade, que propõe uma nova lógica para se olhar e compreender o mundo e os fenômenos. As implicações dessas duas correntes de pensamento para a educação ambiental são, então, analisadas. Por fim, o artigo sugere cinco conceitos – identidade, comunidade, felicidade, diálogo e potência de agir – considerados como boas portas de entrada para o alcance das realidades subjetiva e intersubjetiva por práticas de educação ambiental. Palavras-chave: subjetividade, intersubjetividade, ações ambientais. Abstract: The objective of this paper is to demonstrate that the objectives of environmental education processes, differently from those of environmental management, must be placed within the subjective and intersubjective dimensions of life, not in the objective one. To unpack such argument, the paper makes an account of the formation of modern thought and its consequent objectification, which relegated subjectivity and intersubjectivity to a second level of importance in the understanding of reality. Secondly, the paper deals with the limitations of objectivism and the emergence of complexity, which puts forth a new logic to look at and comprehend the world and its phenomena. The implications of both trends for environmental education are then analyzed. Finally, this paper suggests five concepts – identity, community, happiness, dialogue, and power of acting – considered as good entry points to reach subjective and intersubjective realities by environmental education practices.
Bookmarks Related papers MentionsView impact
In parallel to the 2009 World Conference on Education for Sustainable Development held in Bonn, G... more In parallel to the 2009 World Conference on Education for Sustainable Development held in Bonn, Germany, UNESCO organised a group of 25 young education for sustainable development (ESD)-engaged people from 25 countries to bring perceptions, demands, suggestions and contributions to the conference. Prior to the conference the group was divided into four clusters to carry out and structure discussions on specific matters. This article discusses two ESD assumptions—about poverty and partnerships—that arose in one cluster. Both issues are addressed critically and challenge ESD to broaden discussions.
Bookmarks Related papers MentionsView impact
Uploads
Papers by Daniel Fonseca de Andrade
Brazilian environmental education demonstrates an evolution which is reflected in its level of organization within the country, from spatially and temporally limited actions to the development of informal partnerships (networks) and the organization of environmental education projects and programs. It is considered in this paper that there is the need for a new level of action, in which such several initiatives are able to prompt the consolidation of public environmental education policies. This paper approaches environmental education through public policy theories and proposes a model that aims to collaborate with the construction of environmental education public policies from the viewpoint of participation and dialogue, as suggested by several Brazilian and international environmental education documents.
Brazilian environmental education demonstrates an evolution which is reflected in its level of organization within the country, from spatially and temporally limited actions to the development of informal partnerships (networks) and the organization of environmental education projects and programs. It is considered in this paper that there is the need for a new level of action, in which such several initiatives are able to prompt the consolidation of public environmental education policies. This paper approaches environmental education through public policy theories and proposes a model that aims to collaborate with the construction of environmental education public policies from the viewpoint of participation and dialogue, as suggested by several Brazilian and international environmental education documents.