Para ler Paulo Freire por meio da estética da recepção, na condição de ambientalista
Resumo
Para trabalhar com a educação progressista, é necessário estar aberto às formas de ensinar que desvelam o direito tanto do professor quanto do aluno de denunciar e de anunciar. Esses efeitos pedagógicos contemplam um sujeito ativo e consciente das opções e do lugar que ele ocupa no contexto sociocultural. Neste artigo, pretendemos estabelecer a relação entre os elementos que compõem a estrutura de Professora sim, Tia não: cartas a quem ousa ensinar de Paulo Freire, salientando o sentido recepcional da obra. Nesse sentido, é viável relacionar o educador em estudo a uma construção comprometida com a cidadania e o pensamento ecológico, isto é, tornar o pensamento ecológico um verdadeiro espaço pedagógico, visto que o caráter emancipatório, transformador, crítico ou popular, refere-se, sobretudo, a uma educação ambiental transversal, pois oferece questionamentos sobre a vida e a natureza nas diversas modalidades de ensino. Por conseguinte, numa abordagem ambiental, é imprescindível que as soluções façam referência à compreensão da dinâmica da vida, num contexto produzido em sociedade humano-histórico-cultural. Apesar de a narrativa não ter um referencial concreto do autor enquanto ambientalista, há uma identificação com a Educação Ambiental (EA), desenvolvida por uma atenta visão que reinventa o próprio fazer.
Palavras-chave: Estética da Recepção, Percepção Ecológica, Educação Ambiental.
To read Paulo Freire using the reception esthetics, on the environmentalist condition
AbstractIn order to work with progressive education, it is necessary to be open to ways of teaching that show the right of both teacher and student have to denounce and announce. These pedagogical effects require an active subject who is conscious of the options and the space s/he uses in a socio-cultural context. In this article, we intend to establish the relationship among the elements that compose the structure of Teacher yes, Aunt no: letters to those who dare teach from Paulo Freire; emphasized the reception sense of this work. In this sense, is viable to relate the educator in study to a construction compromised with the citizenship and the ecological thought, in other words, became the ecological thought in a real pedagogical space, since the emancipator, transformation, critics or popular character, refers specially, to a transversal environmental education, because offering questions about life and the nature in several teaching modalities. Consequently, in an environmental approach, is indispensable that the solutions made references to the understanding of the life dynamics, in a context produced in a human-historic-cultural society. Despite the narrative doesn’t have a concret referencial of the author as an environmentalist has identification with the Environmental Education (EE) developed by a careful vision which reinvent the made itself.
Key words: Reception Aesthetic, Ecological Perception, Environmental Education.
Palavras-chave: Estética da Recepção, Percepção Ecológica, Educação Ambiental.
To read Paulo Freire using the reception esthetics, on the environmentalist condition
AbstractIn order to work with progressive education, it is necessary to be open to ways of teaching that show the right of both teacher and student have to denounce and announce. These pedagogical effects require an active subject who is conscious of the options and the space s/he uses in a socio-cultural context. In this article, we intend to establish the relationship among the elements that compose the structure of Teacher yes, Aunt no: letters to those who dare teach from Paulo Freire; emphasized the reception sense of this work. In this sense, is viable to relate the educator in study to a construction compromised with the citizenship and the ecological thought, in other words, became the ecological thought in a real pedagogical space, since the emancipator, transformation, critics or popular character, refers specially, to a transversal environmental education, because offering questions about life and the nature in several teaching modalities. Consequently, in an environmental approach, is indispensable that the solutions made references to the understanding of the life dynamics, in a context produced in a human-historic-cultural society. Despite the narrative doesn’t have a concret referencial of the author as an environmentalist has identification with the Environmental Education (EE) developed by a careful vision which reinvent the made itself.
Key words: Reception Aesthetic, Ecological Perception, Environmental Education.