Resumo

MOSQUERA, Carlos Riadigos  e  ESTEVES, Suzana Martins. Ecological knowledge and movements: epistemological justice to educate democratically. Educ. Teoria Prática [online]. 2016, vol.26, n.53, pp.612-627. ISSN 1981-8106.  https://doi.org/10.18675/1981-8106.vol26.n53.p612-627.

The contradiction of wanting to understand the world from monologic positions in such pluralistic contemporary contexts is a recurring problem in different places and times, at present related with alliances generated between modern science and the capitalist system. This fact assumes major internal conflicts in most related disciplines to humanities. Such unilateral ways to address knowledge are, too often, reproduced in different scientific and educational environments, which implies to reproduce isolated and inefficient knowledge structures to understand the contemporary challenges. Through theoretical reflection on social and educational practices, and with the help of references as the "ecology of knowledge" and democratic education, the work aims to think about the need to open and strengthen multiple and interconnected reflection pathways, to meet procedural and ethical demands to know and educate democratically. Thereby, to build such a society and education is necessary the role of open, plural and networked knowledge structures, permanently interconnected, as well as the inclusion of different epistemological knowledge that enable us to understand and relate in a more just and democratic way to the different cultures and peoples of the world.

Palavras-chave : Epistemological Ecology; Social Movements; Education; Democracy.

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