<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0100-3143</journal-id>
<journal-title><![CDATA[Educação e Realidade]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Real.]]></abbrev-journal-title>
<issn>0100-3143</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Sul - Faculdade de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-31432009000300007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O habitus ecológico e a educação da percepção: fundamentos antropológicos para a educação ambiental]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Isabel Cristina de Moura]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Steil]]></surname>
<given-names><![CDATA[Carlos Alberto]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A07">
<institution><![CDATA[,PUCRS  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A07">
<institution><![CDATA[,UFRGS  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2009</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2009</year>
</pub-date>
<volume>34</volume>
<numero>03</numero>
<fpage>81</fpage>
<lpage>94</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-31432009000300007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-31432009000300007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-31432009000300007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo discute a formação de uma subjetividade ecológica constituída como um habitus no processo de subjetivação de um campo de preocupações ambientais na sociedade contemporânea. Destacamos as relações entre uma subjetividade ecológica e aquelas práticas pedagógicas nomeadas como educação ambiental que assumem o cuidado de si e do ambiente como parte da formação de um sujeito virtuoso. Analisamos as contradições internas do projeto ecologista, crítico à modernidade sem, no entanto superar as dicotomias instauradas por esta. Em contraposição ao ideário ecologista, apresentamos as possibilidades anunciadas pelo que chamamos de epistemologias ecológicas construídas aqui principalmente desde as contribuições da filosofia da percepção de Merleau-Ponty, da antropologia fenomenológica de Thomas Csordas e da epistemologia ecológica de Tim Ingold. Exploramos as conseqüências epistemológicas para a educação desta virada ecológica e os possíveis deslocamentos para a educação ambiental na direção de uma educação da percepção.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article discusses the constitution of an ecological subjectivity as a habitus and the subjectivation process of a environmental field in contemporary society. We pointed out the relationship between subjectivity ecological practices particularly those appointed as environmental education that proposes takes care to themselves and the environment as part of the building of a virtuous self. The article shows the internal contradictions of this project that critic modernity without, however overcoming the dichotomies introduced by modern ideas. In contrast we present the possibilities of what we call ecological epistemologies bases here mainly on the contributions of the philosophy of perception of Merleau-Ponty, the phenomenological anthropology of Thomas Csordas and ecological anthropology of Tim Ingold. Finally we explore the consequences for the environmental education of epistemological turn that suggests the displacement the epistemological basis of environmental education in the direction of education of environmental perception.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Habitus]]></kwd>
<kwd lng="pt"><![CDATA[Educação Ambiental]]></kwd>
<kwd lng="pt"><![CDATA[Educação da Percepção]]></kwd>
<kwd lng="pt"><![CDATA[Epistemologias Ecológicas]]></kwd>
<kwd lng="pt"><![CDATA[Sujeito Ecológico]]></kwd>
<kwd lng="en"><![CDATA[Habitus]]></kwd>
<kwd lng="en"><![CDATA[Environmental Education]]></kwd>
<kwd lng="en"><![CDATA[Education of Perception]]></kwd>
<kwd lng="en"><![CDATA[Environmental Epistemologies]]></kwd>
<kwd lng="en"><![CDATA[Ecological Self]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>O habitus ecol&oacute;gico e a educa&ccedil;&atilde;o  da percep&ccedil;&atilde;o: fundamentos antropol&oacute;gicos para a educa&ccedil;&atilde;o ambiental.</h2> <h3>The ecological habitus and the education of perception: anthropological  bases for environmental education.</h3>     <p>&nbsp;</p> <h4>Isabel Cristina de Moura  Carvalho, Carlos Alberto Steil    <br> </h4> </font>      ]]></body><back>
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