Ecoformação nos espaços de convivência

caminhos fenomenológicos para uma educação ambiental coletiva, aprendente e transformadora

Abstract

This experience report aims to present part of a research for a Master Degree in Education held at the Federal University of Espírito Santo (UFES), in 2013, which discusses the eco-formation of teachers and students of a municipal school in co-living spaces, fueled by the experiences from IV National Children and Youth Conference on the Environment (CNIJMA IV), with field classes, outings and visits. By the paradigm of complexity and uncertainty principle bias, networks of knowledge and practices were woven from an ethic of self-care captured by everyday cultural movements from that school. With phenomenological inspiration as well as participant observation, conversations and narrative research, we found interdisciplinary and transdisciplinary practices and experiences involving teachers and students in their educational contexts. Although, many of these educational practices performed in these school spaces are still based on mechanistic and anthropocentric paradigm, causing fragmentation of knowledge and practices. However, we named living spaces practices surpassing school walls,T which enable an intense cognitive and cultural transformation. Phenomenological paths we adopt, teachers and students express and share experiences in these spaces, reveal how they take care of themselves, the production of new knowledge and practices that enhance a learning, collective and transformative Environmental Education.