EU, TU E O NOSSO AMBIENTE: O CUIDADO TRIDIMENSIONAL EM UMA PROPOSTA DE EDUCAÇÃO LINGUÍSTICO-AMBIENTAL CRÍTICA

Abstract

Developed through action research, this work was conducted in the context of High School Integrated with Professional Education, in a federal institution of Professional and Technological Education, in the central-western region of Brazil, and involved 45 adolescents between 14 and 17 years-old, enrolled in the 1st and 2nd years of the Integrated Technical Course in Computing, besides 05 teachers and 02 health professionals (psychologist and nurse). The study aimed at analyzing the process of (dis) (re) construction of repertoire related to the three-dimensional care (me, other and environment), during the pandemic of Covid-19, through a collaborative and transdisciplinary teaching project which lasted 8 months and was remotely carried on. Based on the assumptions of Linguistic-Environmental Education and on Critical Literacies, this research adopted a qualitative-interpretive approach, based on authors as Paulo Freire, Monte Mór, Moita Lopes, Leonardo Boff, Edgar Morin, Félix Guattari, Crystiane Ribeiro, among others. The data, generated through multimodal activities (comics, maps, testimonials, videos, photographs), were analyzed in light of the four knowledge processes proposed by Cope, Kalantzis and Pinheiro (2020) - experiencing (the new and the known); conceptualizing (by naming and by theorizing); analyzing (functionally and critically); and applying (appropriately and creatively) - organized in three analytical categories: self-care, care of others and of environment. The results show movements of (dis) (re) construction of repertoires and of development of critical thinking, especially in the actions aimed at environmental care. However, the analysis also showed contradictions, with the presence of individual responsibilization and selfsurveillance discourses, revealing the strength of the neoliberal subjectivation in the participants’ perceptions, mostly in the “me” dimension. We conclude that education proposals based on three-dimensional care, on collaboration and on transdisciplinarity can contribute to the formation of more ethical, critical and socially engaged subjects, even though the process is not linear and is crossed by ideological tensions. This research offers theoretical and methodological support to the field of Critical LinguisticEnvironmental Education, expanding the discussions about the challenges and the possibilities of emancipatory formation in times of socio-environmental crisis.