Fundamentos epistemológicos da educação socioambiental

Abstract

This article aims to present the epistemological foundations of Socio-Environmental Education from a theoretical study carried out with a view to the assumptions that guided Environmental Education from the 1970s. This is, in this sense, a bibliographical research carried out in books, documents, articles and periodicals, in which it was questioned: the guidelines that have guided environmental education in recent years indicate which epistemological relationships of socio-environmental education?.Data analysis was performed using the technique of content analysis, with the aim of generating interpretations, inferences and categories that unveiled epistemological elements of socio environmental education. The compiled material was structured in three pillars (categories): a) nature and society relationship; b) environment and heritage relationship; c) environment and citizenship relationship. These categories were mainly supported by the Complexity of Knowledge Theory, from the point of view of Edgar Morin (2007, 2010), Morin, Ciurana and Motta (2009); in the Environmental Complexity proposed by Enrique Leff (2003) and in the discussion about interdisciplinarity based on the conceptions of Silva (2009) and Fazenda (2011). It is concluded, therefore, that the epistemological bases of socio-environmental education evidenced by the research align dialogues and conceptions of knowledge for understanding and acting on socio-environmental issues in a complex, interdisciplinary way and make it possible to design/articulate practices educational transformative.