The city of Curitiba, Brazil, is considered an exceptional model of sustainable urban planning. It has received praise for its invention of the Bus Rapid Transit System and numerous awards identify Curitiba as one of the world's greenest cities. Controversial elements have, however, been left out of this hegemonic city discourse, along with inevitable new challenges. The aim of this article is twofold. First, we assess whether Curitiba is living up to its reputation as a leading sustainable city by analyzing three areas of urban sustainable development: green spaces, water bodies and public transportation. We show how Curitiba experiences problems ranging from social exclusion resulting from green space policies, to polluted water bodies and hampered planning in the area of public transportation. Second, we examine how the Curitiba discourse as a leading sustainable city is able to endure in this changed material context. We demonstrate how this hegemonic discourse prevents institutional transformations: the discourse becomes reproduced by powerful networks and propaganda, masking new unsustainable realities and by the same token preventing fast and successful institutional renewal.
Resumo: A partir de leituras e discussões sobre os significados da crítica ao profissionalismo, da importância da criatividade no processo educativo e de diferentes abordagens sobre a educação ambiental, este texto busca discutir a necessidade e o público da formação de educadores ambientais. As autoras deste trabalho provêm de campos de conhecimentos diferentes, mas encontram, na interface entre educação e meio ambiente, um ponto comum que lhes motiva a pensar sobre quem pode e deve trabalhar com a educação ambiental, assim como quais os aspectos que devem ser considerados e incorporados nesse processo. Ao final, propõem-se princípios para uma educação ambiental transformadora, que modifique, de fato, a perspectiva dos indivíduos em relação com o meio que os cerca.Palavras-chave: Formação de educadores. Princípios da educação ambiental. Educação ambiental.
ResumoEste ensaio é decorrente de um processo reflexivo-analítico de pesquisadoras de campos de conhecimento diferentes (Biologia, Geografia e Comunicação), na epistemologia do conhecimento ambiental, em função do ingresso no Doutorado Interdisciplinar, em Meio Ambiente e Desenvolvimento, da Universidade Federal do Paraná. Apresenta-se uma tentativa de aproximação das disciplinas de formação em relação ao campo ambiental, tendo-se em mente os limites e possibilidades desse diálogo. Conclui-se que há campos com diferentes aberturas para a interdisciplinaridade, a qual também depende, em especial, da postura dos sujeitospesquisadores. Palavras-chave: Interdisciplinaridade. Biologia. Comunicação. Geografia. Campo ambiental. AbstractThis essay is the result of a reflexive-analytical process of researchers that come from different fields (Biology, Geography and Communication), since they are interested in the interdisciplinarity, focusing on the environmental knowledge epistemology. This process was stimulated due the admission of the authors in the Environment and Development Program in the Interdisciplinary Doctorate at the Federal University of Paraná (UFPR). An attempt is presented to relate the above subjects with the environmental field, taking into account the limits and the possibilities of this dialogue. The conclusion is that there are fields with a variety of openings for the interdisciplinarity, which also depends in particular of the researchers' attitude.
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