Ensino para o imaginar no antropoceno: uma abordagem pedagógica ancorada no imaginário radical
Carregando...
Data
2024-03-25
Autores
Orientador(res)
Fontenelle, Isleide Arruda
Métricas
Título da Revista
ISSN da Revista
Título de Volume
Resumo
For decades, various fields of the natural sciences have debated this new epoch - the Anthropocene - in which human interference on Earth has acquired such force that it has been able to significantly alter Earth's systems, with consequences for all species that cohabit the planet with us. The Anthropocene places us face to face with something hitherto unimaginable, which challenges the dominant paradigm originating from the Enlightenment, that reality is anchored in reason and rationality, in utilitarianism, in (techno)scientific thinking - the foundations of modernity, capitalism, and management education (ME). At the same time, it brings the need to imagine other human ways of organizing and living to deal with the unpredictable and unmanageable. For this, we will need people capable of imagining and an education committed to creating new imaginaries and possible futures. Conversely, ME, which since its inception is anchored in scientific rationalism, instrumentalism, utilitarianism, and is geared towards serving and reproducing capitalism, gives little space and legitimacy to imagination, contributing to the worsening of the ecological crisis. In the face of this, I propose an Education for Imagining in the Anthropocene, which emerges from pedagogical experimentation conducted over eighteen months, in three classes of a sustainability discipline in a Brazilian business school. Anchored in Cornelius Castoriadis' conception of radical imaginary, the pedagogical approach carried out through Design-Based Research methodology presents as pedagogical components the languages and triggers of imaginaries, proving to be a promising response to (re)connecting subjectivity, our human creative power, capable of creating capitalism and an exit from it. The approach proposes seven Design Principles that, interwoven, bridge theory and practice, and materialize the understanding that Education for Imagining in the Anthropocene should (i) cultivate the radical imaginary from the inseparability of psyche and socio-historical; (ii) have intentionality and, therefore, propose a political imagination that leads us to contest and resignify what is instituted; (iii) promote the autonomy of students and teachers while remaining open, instituting. This work is, above all, an invitation to imagination, to the creation of social imaginaries, and to hoping in the face of the unimaginable Anthropocene.