Resumen

SILVA, Lorena Santos da  y  HENNING, Paula Corrêa. Philosophical and epistemological foundations of environmental education: speech, power and resistance. Conjectura: filos. e Educ. [online]. 2019, vol.24, e019029.  Epub 31-Jul-2020. ISSN 2178-4612.  https://doi.org/10.18226/21784612.v24.e019029.

This article deals with the philosophical and epistemological aspects of the post-critical perspectives in the field of environmental education. The objective is to understand the possibilities that these perspectives can bring within the Working Group - WG 22 of the National Association of Postgraduate and Research in Education (ANPEd). It has been analyzed 13 papers, approved by the Scientific Committee from the 26th to the 37th scientific meetings, which use concepts of Environmental Education based on the bases of the post-critical perspectives. For the realization of this research, the Foucaultian concepts of discursive formation and difference are working as guidance for the understanding that, in the same discursive formation, the conceptual, philosophical and epistemological heterogeneity of different theoretical perspectives are based on the same object of study. At this juncture, the difference is understood by the potentiality of the encounter, of the multiple thought that foments the creation of other perspectives for the field of Environmental Education. The recurrence of the concepts of discourse, power, and resistance in the empirical material shows that, from other analytical strategies, the postcritical perspectives emphasize the eminently political character of Environmental Education through discussions that focus on ways to guide the population towards the adoption of sustainable attitudes, mainly due to the discourse of fear for the loss of the Planet and an anthropocentric socioenvironmental vision. In light of this, it is concluded that these perspectives aim at creating fissures in discourses that make empty socio-environmental issues in the single objective of change of behavior. The conceptual, philosophical and epistemological difference among the theoretical perspectives that are focused on Environmental Education does not produce a consensus, it is precisely in the multiplicity of thought in which it is probable to experience Environmental Education as an instrument of creation, resistance andquestioning.

Palabras clave : Environmental Education; Post-critical perspectives; ANPEd; Difference.

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