ENVIRONMENTAL EDUCATION AND INTERCULTURE -thinking a curriculum from the tropics
Journal Title: Revista Espaço do Currículo - Year 2018, Vol 11, Issue 3
Abstract
This article refers itself to the results obtained from the research developed with the financing of CNPq/CAPES. Amongst the goals of the research is to promote a reflection about the possibilities of building a curricular knowledge from an intercultural perspective. Two epistemological assumptions were taken from Humberto Maturana’s work as references: the Biology of Love (BL) and the Biology of Knowledge (BK), as well as the philosophical propositions of the Brazilian Cultural Anthropophagy (BCA) for the construction of an environmental education (EE) from the tropics. These propositions are anchored to the idea that the building of knowledge can be made through different didactical, methodological, pedagogical and curricular practices. In this case we are proposing the BL and the BK as epistemological principles, mentors of the human learning process in the search for a break with the culture of domination of a patriarchal origin. To sum up: (1) in the counterpart to a curricular organization hegemonized byreason, we propose BL and BK as epistemological assumptions, for a curricular organization that has love as our founding emotion, as human beings, as social beings, capable to build a social and ecological fairer world and (2) an EE from the tropics referenced on the BCA philosophical assumptions that longs to break with the subordinating practice of copying and imitating models without its proper contextualization. The BA activities are a privileged moment, to broaden our curricular conceptions such as tocreate alternatives that seek to break with the very ancient practice of copying and imitating rather than creating and innovating.
Authors and Affiliations
Sandra Maders, Valdo Barcelos
Keywords
Related Articles
- EP ID EP682993
- DOI https://doi.org/10.22478/ufpb.1983-1579.2018v3n11.42394
- Views 178
- Downloads 0
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