A construção de ambientes educativos e dos princípios formativos de educadores ambientais na proposta da “ComVivência Pedagógica”

Abstract

The actual civilizational crisis, that expresses itself vehemently in the climate emergency, highlights the need for radical changes in the patterns that underpin modern ways of life, incompatible with the preservation and maintenance of life in its diversity. Such radicalism emerges as a landmark in the training of environmental educators, indicating the pertinence of promoting equally radical training processes, in the sense of touching the roots of the negligent and destructive logic that sustains this system and disseminates it as the only possible one, instrumentalizing educators for the construction of other ways of being in the world. With this approach, the critical environmental education has been developing a training proposal of “ComVivência Pedagógica” for environmental educators, structured from collective immersions in contexts marked by different references from the dominant logic, to provide the experience of a “reality shock” that destabilizes these patterns and fertilizing receptivity of other worldviews. The present research focuses on deepening the theoretical-methodological development of the proposal, expanding its action references. It has as main objective the consolidation of the Formative Principles that subsidize the construction of educational environments for the experiences of “Pedagogical Coexistence”. The educational environment here is a subjective space, characterized by the interrelational movement that is built in and by the coexistence between educators in training, from the individual and collective praxis resulting from this living experience. The five Formative Principles - critical reflection, connective posture, creative destabilization, ethical indignation, transforming intentionality - are the dynamizers of this environment of “ComVivência Pedagógica”, potentiating it. For the present work, the methodological approaches used were Bibliographic Review, Participant Observation and Research-Formation. Considering the complexity of the environmental educator’s training in this crisis context, the theoretical perspective that supports the proposal of the “ComVivência Pedagógica” has a multi-referential character and is conducted through the prism of critical interculturality. Such an approach complementing the living experiences and provides a wide problematizing view of the socio-environmental reality. The collective immersive experience carried out as field research of this study took place on the Santiago of Compostela Way (Spain). Although the context did not offer the desired radicality for being within the hegemonic reality, it provided satisfactory contributions to the development of the proposal. The perception that the approach of “ComVivência Pedagógica” provides relevant resources to environmental educators inspires us to continue its development, in the sense of consolidating methodological possibilities that contributing with a formation that can strengthening the potential of these educators, for interventions not functional to the logic of domination and exploration of humans and Nature. The formative approach of the “ComVivência Pedagógica” is directed to the viability of an education that transforms relationships in society and Nature. It is an integrative proposal and, in a qualitative sense, an invitation to connection, reflection, indignation and transformation in training processes of environmental educators.