LEARNING, ENVIRONMENTAL EDUCATION AND SCHOOL: WAYS OF EN-ACTING IN THE EXPERIENCE OF STUDENTS AND TEACHERS

DEMOLY, KARLA ROSANE DO AMARAL; SANTOS, JOCEILMA SALES BIZIU DOS

doi:10.1590/1809-4422asoc0087r2vu18L1AO

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Original Articles • Ambient. soc. 21 • 2018 • https://doi.org/10.1590/1809-4422asoc0087r2vu18L1AO copy

LEARNING, ENVIRONMENTAL EDUCATION AND SCHOOL: WAYS OF EN-ACTING IN THE EXPERIENCE OF STUDENTS AND TEACHERS

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

This article analyzes how teachers and students conceive of environmental education and how these modes of perception become workshops held at school. We believe that knowing in Environmental Education implies not only interacting with information about the environmental problem, because it involves the inventive cognition, ways of enacting and conserving what we want to live. The methodology we used was intervention research, where we followed changes in a course of photographic image production and networks of conversations built with students and teachers. As a result, we could observe ways of conceiving the environmental education and displacements that occur during the course. The subjects, when acting in the workshops, transform gestures, ideas and emotions that allow an opening for the understanding of Environmental Education as care and promotion of life.

Keywords :
learn; knowing; environmental education; cognitive processes; understandings

WORKSHPS	SHOTS	DESCRIPTION
Self-portrait	Who am I? How does my “being in the world” happen?	The subjects construct their self-portraits.
Ways of seeing the Environment	What is environment? How far do we recognize ourselves as belonging to nature?	Construction of concepts about the environment from the production and reading of images when weaving conversation networks.
Observing projects of Environmental Education of the school	What changes and transformations can these projects trigger in our ways of relating to the environment?	Observation and analysis of the own actions in environmental education in the school through diaries and reports of projects / actions carried out in the school.
Living under my gaze	What is life? How do we live? How do we know?	Subjects produce glimpses about living.
Watching the percourse	What are the contributions of these workshops? How do we see environmental education today?	Students and teachers stand to observe what was produced in workshops and rethink environmental education.

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[TFN1] Source: Framework prepared by the authors, 2015.

	Beginning of Experience	Displacements in the course
emotions	Insecurity and fear to connect in processes of authorship and sharing of experiences.	Process of integration and acceptance of self and of the other, through the sharing of singularities.
emotions	Excitement in the production of photographs.	Recognition of success in the method of producing images as a device for authoring processes.
gestures	Restlessness, tense looks and difficulty interacting during the first workshop.	Comfortable subjects in the inventive production flows. Welcoming each new experience.
ideas	Environmental Education based on the logic of content transmission, task completion and counseling.	Environmental Education as a process of learning connected with the emotions, ideas and actions, in which the subjects involved can do together and reflect.
	Environmental Education based on the logic of content transmission, task completion and counseling.	Environmental Education experience anchored in movements of inventions, disruption and imbalance, allowing subjects to reinvent themselves and transform themselves.
	Linear methods of teaching and learning	Learning methods in cyclic structure of recursion, movements of recidivism and reinvent in a continuous process of production of oneself.
	Environmental education projects aimed at the presentation at science fairs.	Search of sense in environmental education works.
	Idea of Environment and Environmental Education focused on space and natural resources.	Approach with the feeling of belonging to the environment; Environmental education as care and promotion to life;
	Photograph idea as record or reproduction of the world.	Photography as an enlargement device to look at producing knowledge.
	Research is understood as the processing of information from a world outside the experience intervention in environmental education.	Research experience in which researcher and researched are both observant and observed, allowing them to become the invention of worlds.
	School as a teaching-learning space where concepts are transmitted as consolidated truths	School as a space for coexistence that can enable students and teachers to disfigure and reconfigure concepts in learning processes.