Dialogue as a Basis for the Design of Environmental Pedagogies

Daniel Fonseca De Andrade and Marcos Sorrentino
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Daniel Fonseca De Andrade: Daniel Fonseca de Andrade is Associate Researcher at the Laboratory of Environmental Education and Policy, University of Sao Paulo, Brazil. E-mail: dfa@netsite.com.br
Marcos Sorrentino: Marcos Sorrentino is Professor at the Environmental Science Graduate Programme and Coordinator of the Laboratory of Environmental Education and Policy, University of Sao Paulo, Brazil. E-mail: sorrentino.ea@gmail.com

Journal of Education for Sustainable Development, 2014, vol. 8, issue 2, 143-154

Abstract: Colonizing processes take many forms. Although they are generally related to the use of force, they may also happen through subtler means such as education, and subconsciously, whenever educational proposals are designed to suit a wide variety of contexts. This essay suggests that environmental pedagogies should be based on a dialogical mindset and methods, where all participants are seen as subjects and there is no desire to coerce, seduce, correct, convert or persuade others. Based on the bibliographical review, the article unveils the concept of dialogue and recommends four important skills for the creation of dialogical spaces. In times when cultural standardization leads to environmental degradation, dialogical pedagogies foster a better comprehension of individuals’ and collectives’ identities and, by doing so, collaborate with the maintenance of socio-diversity.

Keywords: Dialogue; colonization; environmental pedagogies; socio-diversity; participation (search for similar items in EconPapers)
Date: 2014
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Persistent link: https://EconPapers.repec.org/RePEc:sae:jousus:v:8:y:2014:i:2:p:143-154

DOI: 10.1177/0973408214548373

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