Resumo

RODRIGUES, Cae. VAGABONDING AS A PEDAGOGICAL STRATEGY FOR "PHENOMENOLOGICAL DECONSTRUCTION" IN EXPERIENTIAL PROGRAMS OF ENVIRONMENTAL EDUCATION. Educ. Rev. [online]. 2015, vol.31, n.1, pp.303-328. ISSN 0102-4698.  https://doi.org/10.1590/0102-4698118598.

This article aims at highlighting the potential value of "vagabonding" as a pedagogical strategy in experiential learning programs of Environmental Education, based on the importance of "phenomenological deconstruction/reconstruction" in critical educational processes. The idea of "vagabonding" is grounded on perceptual/ sensorial experiences with the environment that allow the construction of spatiotemporal relations that may cause some "discomfort" and "strangeness", as well as a certain distancing of objectives focused on performance. The proposed reasoning is justified by the consideration that this kind of experience can create spaces with potential openings to discuss different aesthetic, ethical, and political aspects that involve human(society)-world(nature) relations. Thus, as an "alternative" sociocultural experience, the main contribution of "vagabonding" would be the potential incorporation of a phenomenological conception of time and space that allows the "deconstruction/reconstruction" of socially "naturalized" concepts/ideas, an important step towards meeting the objectives of critical/post-critical theories in Education.

Palavras-chave : Environment; Experiential learning; Critical pedagogy..

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