As matrizes da ecologia profunda e sua aplicação na escola

Abstract

This study aims to provide philosophical elements that favor reflection and debate on pedagogical practices in environmental education, according to the ethical theories of deep ecology. It draws attention to the absence of debate on the capitalista structure and its social, economic and political consequences, which from the perspective of deep ecology, is one of the great reasons why the socioenvironmental debate is necessary. This study sought to show, from the analysis of lesson plans, defined by the competences and abilities of the BNCC, that this contradiction remains hidden for teachers, establishing a common sense in the pedagogical proposals of the lesson plans, in line with the developmental ecological perspective. capitalist. In addition, almost entirely, they converge towards na anthropocentric-utilitarian concept of the environment, with total predominance of the standard model of sustainability, called sustainable development. The pedagogical action, in turn, focuses on the conservation of natural resources. We conclude that pedagogical proposals related to the environment have not given space to moral systems that intend to support non-anthropocentric ethical perspectives and that environmental education leaves behind the philosophical support capable of enabling a relevant change in perspective.