Full text
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| Author(s): |
Samia Nascimento Sulaiman
Total Authors: 1
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| Document type: | Master's Dissertation |
| Press: | São Paulo. |
| Institution: | Universidade de São Paulo (USP). Faculdade de Educação (FE/SBD) |
| Defense date: | 2010-05-14 |
| Examining board members: |
Pedro Roberto Jacobi;
Maria Inês Batista Campos;
Luiz Marcelo de Carvalho
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| Advisor: | Pedro Roberto Jacobi |
| Abstract | |
Sustainable development has been a new field of concepts and methods, whose speech involves conflicting interpretations and disputes of interest. This speech has passed the theoretical-methodological proposals in the fields of Education, especificy Environmental Education and Education for Sustainable Development. We seek to verify this fact by analyzing two series published by Carta na Escola magazine, directed to teacher´s public. The research was formed for the series Sustentabilidade na Escola and Cadernos de Sustentabilidade, published between August 2007 and August 2008. We selected the dialogic language theory, or dialogism, like theoretical and methodological reference for discurse analysis, formulated by the Russian linguist Mikhail Bakhtin and his Circle, consisting of Valentin Voloshinov and Pavel Medvedev. The dialogism focuses on the amalgam link between language and society. Thus, we analyzed three documents of international reference in the theme of sustainability: the Brundtland Report, Our Common Future (1987), the Treaty on Environmental Education for Sustainable Societies and Global Responsibility (1992) and the program of the United Nations Decade of Education for Sustainable Development (2002), for which we identified two discourses of sustainable development: one, on combating poverty and technological backwardness and another, on cooperation and social participation. Moreover, we see this dichotomous approach to the texts of the corpus, which on the one hand, support the dissemination of scientific knowledge as a way to change behavior unsustainable and, secondly, the fostering of dialogue from the school and its surroundings, as a strategy of social participation and improvement quality of local community. The contribution of this work is exactly the explanation of this dichotomy and its relevance for cohesion and coherence educational activities for sustainability. (AU) | |