Navegando por Autor "CARVALHO, Luiz Marcelo de"

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    Significados e sentidos de justiça ambiental nas teses e dissertações brasileiras em educação ambiental
    (2020) ANGELI, Thaís; CARVALHO, Luiz Marcelo de
    In this article, we seek to systematize part of the results of the first author's master's dissertation, which had the general aim to explore possible meanings and senses about the role of the educational process in the construction of environmental justice, which can be constructed from theses and dissertations of environmental education (EE) which problematize the concept of environmental justice. This is a qualitative research, guided by the theoretical-methodological framework of the historical-cultural approach. It also consists of a documentary research, of the state of the art type, which is part of the Environmental Education Project in Brazil: analysis of academic production -theses and dissertations (EArte project). In this article, from the analysis of a documentary corpus that consisted of 23 researches in EE in which the concept in question is problematized, it was possible to systematize some indicators about the possibilities of the educational process in the construction of environmental justice, as well as limitations associated with this process. Regarding the possibilities, the analyzed research bring the contribution of EA in the social and political empowerment of communities in facing their socio-environmental problems, creating spaces for democratic participation and building citizenship, encouraging collective organization, promoting access to information and working with the notion of individuals' belonging to their environment. In addition, it points to the potential of EE to develop practices in the direction of building sustainable societies, promoting the understanding of environmental injustices and problematizing the socio-environmental contradictions and conflicts arising from our economic system, in order to mobilize the population to a critic perspective about the environmental theme. In relation to limitations, the researches indicate thatthe educational process is not able to change the current patterns of inequality and injustice alone, either because of rigid curricular structures, distanced from social issues and separated from social commitment, or due to conflicts between an education for environmental justice and hegemonic business discourse. In this sense, EE would not find, in the configuration of neoliberal states, space for action against hegemony. Thus, the lack of continuity in financing, assistance and support ends up hindering the monitoring, strengthening and consolidation of emancipatory practices, in addition to being able to make the educational process function as a mechanism that, directly or indirectly, reinforces environmental injustices. In this way, the systematized data show attempts of approximation, by researchers in EE, between the fields of EE and environmental justice, seeking to highlight and understand the possibilities of building educational practices against hegemony, but also recognizing the limits that this educational practice, seen as a social practice and conditioned to structural and conjunctural determinants, imposes us.