Sentidos subjetivos de sustentabilidade e sua docência para professores em formação

Abstract

The sustenance of life demands of us a society guided by responsibility. From the standpoint of educational, requires a critical training, committed socially and culturally with a viable future for nature and society, providing new references to the moral and ethical reflection. The commitment to this social construction is done by concrete historical subjects, implicated in a permanent process of subjectivation. Are individuals who are committed to what affects them, from their social relationships, mediated by broad principles, judgments and moral values. The concept of subjective sense helps to understand the complexity of this issue and its implications for a reflective, creative and investigative teaching, as it refers to the dynamic symbolic-emotional system of the subject, made up of different social spaces, tensioned by their previous experiences. Thus, I argue that (future) teachers are building, permanently, subjectives senses of sustainability, because the theme interweaves their stories at the social and personal level, involving social values and commitments, which are affectively charged. Thus, to reflect on such senses, prepares the (future) teachers to problematize the senses that the theme has for its students. In support of this thesis, I realized two studies in order to understand how to configure subjective senses related to sustainability of subjects involved in teacher training process. Participated in the first study three teachers linked to the Education Observatory Project with Focus on Mathematics and Science Initiation, pole UFMT (Federal University of Mato Grosso State). Were subjects of the second study four future Chemistry teachers, in the same university, who were involved with the theme during experience in teaching practice. The information analyzed were derived from group conversations, phrases complement and individual interviews. Through constructive-interpretive analysis were outlined subjective configurations, pointing notions of consumption, degradation, conservation, damage, depletion and pollution, articulated with the life story of each (future) teacher, according meaningful experiences for each, at various times in life and in different social contexts that they participated. Also point out procedural commitments, which assign different values to security and combating vulnerability, participation with honestly and with veracity, care for the planet, assign value to the future, the otherness, as well as provide understanding feelings of anger, conciliation and curiosity. The subjective senses configurations are the motivation that (future) teachers have to teach the subject and point some ways to work with the matter at school. The arguments developed raised educational needs, when problematized by an integrative concept of sustainability, which can denature unilateral speeches, based on an inadequate simplification of the theme. I understand that to motivate (future) teachers to teach about sustainability depends to take into account, in addition to theoretical knowledge from various fields, the settings of subjective sense of the subject, as from the intentional problematization of their values, new configurations of meaning can be constructed , committed to building a more responsible and just society.