Ecosofia e formação de professores: composições de experiências formativas em tempos de emergência ambiental

Abstract

Through this writing we intend to provoke reflection on environmental issues and the ecological emergency experienced today, using meetings, passages, which is not clear. Our intention here is not to show solutions to make us sustainable, but to encourage dialogue and, mainly, to encourage experiences in feeling part of the Earth. We also intend to reflect on some concepts, such as the care and appreciation of nature's relationships with us and with others. In this sense, we propose to teach the subject: ―Education in science and mathematics and sustainability‖, which is part of the mandatory subjects of the Postgraduate course in teaching in Sciences and Mathematics at the Institute of Mathematical and Scientific Education at UFPA (PPGDOC- IEMCI), focusing on climate change and its relations with other areas of knowledge. As a theoretical basis for such a proposal, we resort to reflections on the Ecosophy of Félix Guattari. Thus, we ask ourselves about the extent to which continuing education is preponderant for the linking of environmental issues in a critical and broad way to teachers, and, therefore, we propose to investigate: What could be lurking in the experiences, problematizing contemporary environmental issues, through the assumptions of the three ecological records of Félix Guattari, as a driver in the construction of subjectivities? With the central objective of mapping experiences and sensitization of subjects about environmental issues, such as climate change, considering the production of individual and collective subjectivities, observed mainly in the daily logbook device, we were able to experience possibilities of resingularization of the participating subjects and, observing the importance of this type of intervention in the training of teachers and seeking to make explicit the compositions and crossings built during the meetings in the discipline, we come to some inferences that come close to our initial inquiries. The students were able to experience the theme ―climate change‖ so that they were free to build their own sensations and that they made use of the daily logbook device as a way to expose their narratives. We observed that the vast majority of students still have great resistance in reconciling scientific themes with art and philosophical thinking. The dichotomy evident in their speeches is not surprising, since our bodies, as students, were well trained, docilized for certain tasks and a certain way of understanding the world. Therefore, we did not expect sudden behavioral changes, our goal was to produce sensitivity to the theme.