<?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>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e Educ.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122019000100021</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v24.e019029</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Fundamentos filosóficos e epistemológicos da Educação Ambiental: discurso, poder e resistência]]></article-title>
<article-title xml:lang="en"><![CDATA[Philosophical and epistemological foundations of environmental education: speech, power and resistance]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Lorena Santos da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
<xref ref-type="aff" rid="Aa"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Henning]]></surname>
<given-names><![CDATA[Paula Corrêa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Rede Municipal de Rio Grande  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="A1a">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>24</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122019000100021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122019000100021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122019000100021&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo trata dos aspectos filosóficos e epistemológicos das perspectivas pós-críticas no campo de saber da Educação Ambiental. Objetivase compreender as possibilidades que essas perspectivas podem trazer os interior do grupo de trabalho - GT 22 da Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd). Analisam-se 13 trabalhos aprovados pelo Comitê Científico da 26ª a 37ª reuniões científicas, que se utilizam de concepções de Educação Ambiental, pautadas pelas bases das perspectivas póscríticas. Para a realização desta pesquisa, os conceitos foucaultianos de formação discursiva e diferença são norteadores para a compreensão de que, em uma mesma formação discursiva, tem-se presente a heterogeneidade conceitual, filosófica e epistemológica de diferentes perspectivas teóricas, que se debruçam sobre um mesmo objeto de estudo. Nesse cerne, a diferença é entendida pela potencialidade do encontro, do pensamento múltiplo, que fomenta a criação de outros olhares para o campo de saber da Educação Ambiental. A recorrência dos Ao caráter eminentemente político da Educação Ambiental, por meio de discussões que focalizam as formas de conduzir a população para a adoção de atitudes sustentáveis, atravessadas, principalmente, pelo discurso de medo da perda do Planeta e por uma visão socioambiental antropocêntrica. Diante disso, conclui-se que essas perspectivas almejam a criação de fissuras nos discursos que esvaziam as questões socioambientais com o objetivo único de mudança de comportamento. A diferença conceitual, filosófica e epistemológica entre as perspectivas teóricas que se debruçam sobre a Educação Ambiental não produz um consenso; é justamente na multiplicidade do pensamento que é verossímil experimentar a Educação Ambiental como instrumento de criação, resistência e problematização.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Ambiental]]></kwd>
<kwd lng="pt"><![CDATA[Perspectivas pós-críticas]]></kwd>
<kwd lng="pt"><![CDATA[ANPEd]]></kwd>
<kwd lng="pt"><![CDATA[Diferença]]></kwd>
<kwd lng="en"><![CDATA[Environmental Education]]></kwd>
<kwd lng="en"><![CDATA[Post-critical perspectives]]></kwd>
<kwd lng="en"><![CDATA[ANPEd]]></kwd>
<kwd lng="en"><![CDATA[Difference]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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