Educação ambiental e conservação da natureza: uma análise de teses e dissertações

Abstract

Faced with a potential environmental collapse and in an attempt to prevent it – or, at best, to minimize or mitigate the catastrophic effects of the changes we have been causing in natural dynamics – many alternatives have been proposed. Among these, Education for Nature Conservation (ENC), together with Environmental Education (EE), appears as a potential pathway for rethinking the society–nature relationship. In this context, the present research was guided by the following question:What possible meanings are being put into circulation, in theses and dissertations, regarding the relationship between Environmental Education and Education for Nature Conservation, involving biodiversity conservation processes with which certain communities establish, in some way, everyday relationships? Accordingly, this study aimed to analyze the statements found in theses and dissertations that problematize the relationship between EE and ENC, involving biodiversity conservation processes connected to communities’ daily lives. In order to seek possible answers and achieve the research objective, we adopted the theoretical and methodological framework of “State of the Art” studies, using the Fracalanza Platform of the EArte Project – of which this research is part – to identify relevant works. Data analysis was conducted in two stages: first, we mapped and described the scenario of 42 selected studies on ENC in dialogue with EE. In the second stage, 21 studies were submitted to analysis grounded in Braun and Clarke’s (2006) Thematic Analysis, enabling the identification of themes that were subsequently examined through approximations with Mikhail Bakhtin’s dialogical perspective. The analysis of the relationship between EE and ENC involving communities connected to biodiversity resulted in the identification of five themes: Sustainability, Management and Use of Natural Resources; Awareness-Raising for Conservation Actions; Participation and Empowerment; Dialogue of Knowledge; and the Dimension of Values: Ethics and Aesthetics. The analyzed statements reflect meanings that represent, reinforce, or challenge ideas of exploitation and domination of nature. At the same time, they present alternative perspectives that may – or may not – take into account aspects that distinguish socio-environmentalism from the earlier form of environmentalism associated with conservationist ideals, particularly by recognizing social presence, lived realities, and participation in conservation and educational processes. Thus, this research seeks to contribute to critical reflection on the statements circulating in the field of Environmental Education regarding the relationship between EE and ENC, and highlights the importance of further studies–whether “State of the Art” or otherwise – to deepen the various developments that may emerge from a detailed and critical reading of this dissertation.