<?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>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782021000200200</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n57.20270</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EPISTEMOLOGIA DE TERRA-PÁTRIA PARA UMA NOVA CIDADANIA PLANETÁRIA]]></article-title>
<article-title xml:lang="en"><![CDATA[EPISTEMOLOGY OF THE HOMELAND EARTH FOR A NEW PLANETARY CITIZENSHIP]]></article-title>
<article-title xml:lang="es"><![CDATA[EPISTEMOLOGÍA DE TIERRA PATRIA PARA UNA NUEVA CIUDADANÍA PLANETARIA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moraes]]></surname>
<given-names><![CDATA[Maria Cândida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Petraglia]]></surname>
<given-names><![CDATA[Izabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Metodista de São Paulo Grupo de Estudos e Pesquisa em Complexidade/CNPq ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Metodista de São Paulo Centre Edgar Morin ]]></institution>
<addr-line><![CDATA[Paris ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<numero>57</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782021000200200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782021000200200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782021000200200&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem por objetivo refletir sobre o conceito de Terra-Pátria, a partir do livro homônimo, de Edgar Morin e Anne-Brigitte Kern, considerando a epistemologia da complexidade, que promove a mudança de pensamento - do linear ao complexo - para a reintegração de cultura científica e cultura humanística. Essa perspectiva implica uma nova visão de mundo, um novo pacto ético civilizatório, fundado não apenas na razão ilustrada, mas também na sensibilidade humana e na inteligência emocional que se expressam através do cuidado, da solidariedade, da compreensão e da responsabilidade ecológica e social. Por meio da metodologia de pesquisa bibliográfica, articulamos ainda a obra Terra-Pátria às recomendações da Carta da Terra pela via do desenvolvimento sustentável, que nos leva à construção de uma nova cidadania planetária. Consideramos aqui as seguintes indagações norteadoras: Quais são os fundamentos teóricos presentes nesta obra e que podem ser considerados como bases estruturantes de uma teoria pedagógica capaz de iluminar a educação em direção a essa nova cosmovisão? De que forma a epistemologia presente na obra Terra-Pátria pode inspirar ou orientar a ação pedagógica em direção à reforma do pensamento e das instituições educativas? Concluímos com o reconhecimento de que os operadores cognitivos do pensamento complexo são mecanismos geradores dessa epistemologia e que práticas pedagógicas transdisciplinares são fundamentais à melhor compreensão da realidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to reflect on the concept of Homeland Earth, from the eponymous book by Edgar Morin and Anne-Brigitte Kern, considering the epistemology of the complexity, which brings about a change in thinking - from linear to complex - for the reintegration of scientific culture and humanistic culture. This perspective points to a new worldview, a new ethical pact for civilization, founded not only on illustrated reason, but also on human sensibility and emotional intelligence that are expressed through care, solidarity, understanding, and ecological and social responsibility. Through the methodology of bibliographic research, we also link up the Homeland Earth work with the recommendations of the Earth Charter through sustainable development, which leads us to the creation of a new planetary citizenship. We consider the following guiding questions: What are the theoretical foundations present in this work that can be considered as the underlying bases for a pedagogical theory capable of enlightening education and moving it towards this new cosmovision? How can the epistemology present in Homeland Earth inspire or guide pedagogical action towards a reform of thinking and educational institutions? We conclude by recognizing that the cognitive operators of complex thinking are mechanisms that generate this epistemology and that transdisciplinary pedagogical practices are fundamental for a better understanding of reality.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene por objeto reflexionar sobre el concepto de Tierra Patria, a partir del libro homónimo, de Edgar Morin y Anne-Brigitte Kern, considerando la epistemología de la complejidad que promueve el cambio de pensamiento -de lo lineal a lo complejo- en pro de la reintegración de cultura científica y cultura humanística. Esa perspectiva implica una nueva visión de mundo, un nuevo pacto ético civilizatorio fundamentado no solo en la razón ilustrada, sino también en la sensibilidad humana y la inteligencia emocional que se expresan por medio del cuidado, la solidaridad, la comprensión y la responsabilidad ecológica y social. Por medio de la metodología de investigación bibliográfica, articulamos también la obra Tierra Patria con las recomendaciones de la Carta de la Tierra por la vía del desarrollo sostenible que nos conduce a la construcción de una nueva ciudadanía planetaria. Aquí nos guiamos por las siguientes indagaciones: ¿cuáles son los fundamentos teóricos presentes en esta obra que pueden considerarse bases estructurantes de una teoría pedagógica capaz de iluminar la educación en dirección a esa nueva cosmovisión?, ¿de qué forma la epistemología presente en la obra Tierra Patria puede inspirar u orientar la acción pedagógica en dirección a la reforma del pensamiento y de las instituciones educativas? Concluimos con el reconocimiento de que los operadores cognitivos del pensamiento complejo son mecanismos generadores de esa epistemología y de que prácticas pedagógicas transdisciplinarias son fundamentales para comprender mejor la realidad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[cidadania planetária]]></kwd>
<kwd lng="pt"><![CDATA[epistemologia]]></kwd>
<kwd lng="pt"><![CDATA[pensamento complexo]]></kwd>
<kwd lng="pt"><![CDATA[Terra-Pátria.]]></kwd>
<kwd lng="en"><![CDATA[planetary citizenship]]></kwd>
<kwd lng="en"><![CDATA[epistemology]]></kwd>
<kwd lng="en"><![CDATA[complex thinking]]></kwd>
<kwd lng="en"><![CDATA[Homeland Earth.]]></kwd>
<kwd lng="es"><![CDATA[ciudadanía planetaria]]></kwd>
<kwd lng="es"><![CDATA[epistemología]]></kwd>
<kwd lng="es"><![CDATA[pensamiento complejo]]></kwd>
<kwd lng="es"><![CDATA[Tierra Patria.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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