<?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>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732012000200008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação Ambiental: a emergência de um campo científico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reigota]]></surname>
<given-names><![CDATA[Marcos]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A08">
<institution><![CDATA[,UNISO  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2012</year>
</pub-date>
<volume>30</volume>
<numero>02</numero>
<fpage>499</fpage>
<lpage>520</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732012000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732012000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732012000200008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[No presente artigo, são apresentadas algumas questões, acontecimentos e autores que contribuíram para a Educação Ambiental se constituir como campo (na definição de Bourdieu) no espaço científico brasileiro e internacional. Num segundo momento, a Educação Ambiental é analisada como campo emergente, que se encontra defrontada com a concepção hegemônica neoliberal, competitiva e produtivista de ciência e, portanto, antagônica ao ideário ecologista que originou e identifica as “educações ambientais” (Rodrigo Barchi). Entre os autores que colaboram com a argumentação do autor, encontram-se Álvaro Vieira Pinto, Paulo Freire, Jean Ladrière, Isabelle Stengers, Pierre Bourdieu e Michel Foucault. A diversidade epistemológica entre esses autores se justifica, pois o autor do artigo procurar explicitar um itinerário pessoal de leituras ao longo de sua trajetória que coincide com o momento histórico da emergência da Educação Ambiental como campo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El artículo examina algunos cuestionamentos, acontecimientos y autores que hicieron posible que la educación ambiental se constituyera como um campo científico según la noción de Pierre Bourdieu, en los espacios académicos brasileños e internacionales. La educación ambiental es también analizada como um campo científico emergente em oposición a la ciencia propuesta por el neoliberalismo, que estimula la competición y el produtivismo y por esto es una propuesta antagónica con el ideário ecologista de las prácticas e investigaciones de las educaciones ambientales (Rodrigo Barchi). Álvaro Vieira Pinto, Paulo Freire, Jean Ladrière, Isabelle Stengers, Pierre Bourdieu e Michel Foucault, a pesar de que no comparten las mismas bases epistemológicas, son las bases teóricas del análisis. El autor, como un investigador del campo, presenta algunas de sus lecturas personales hechas al mismo tiempo em que la educación ambiental empezó su constitución como un campo científico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article examines some questions, events and theorists who have helped environmental education become a new scientific field (“champs” in Bourdieu) in Brazilian and international academic contexts. Environmental education is examined as an emerging field that faces the hegemonic neoliberal competitive and production-oriented conception of science, which is therefore antagonistic to the ecological ideals that gave rise to and are identified with “environmental education” (Rodrigo Barchi). Concepts from Álvaro Vieira Pinto, Paulo Freire, Jean Ladrière, Isabelle Stengers, Pierre Bourdieu and Michel Foucault, despite their epistemological differences, are used as foundations for this article. The writer presents some of his personal epistemological readings conducted in the historic moment that environmental education was being established as a field.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Bourdieu; Pierre]]></kwd>
<kwd lng="pt"><![CDATA[Educação Ambiental]]></kwd>
<kwd lng="pt"><![CDATA[Neoliberalismo]]></kwd>
<kwd lng="es"><![CDATA[Bourdieu; Pierre]]></kwd>
<kwd lng="es"><![CDATA[Educación Ambiental]]></kwd>
<kwd lng="es"><![CDATA[Neoliberalismo]]></kwd>
<kwd lng="en"><![CDATA[Bourdieu; Pierre]]></kwd>
<kwd lng="en"><![CDATA[Environmental Education]]></kwd>
<kwd lng="en"><![CDATA[Neoliberalism]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Educa&ccedil;&atilde;o Ambiental: a emerg&ecirc;ncia de um campo cient&iacute;fico.</h2> <h3>Educaci&oacute;n ambiental: la emerg&ecirc;ncia de un campo cient&iacute;fico.</h3> <h3>Environmental  Education: the emergence of a scientific field.</h3>     <p>&nbsp;</p> <h4>Marcos Reigota    <br> </h4> </font>      ]]></body><back>
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