Hegemonies and Resistances in Environmental and Science Teacher Education

Bibliographic Data

ID3754774
AuthorsMaría Angélica Mejía-Cáceres (0000-0003-3486-1952, Universidade Federal do Rio de Janeiro), Laísa Freire (0000-0002-4573-0969, Universidade Federal do Rio de Janeiro)
Year2022
Volume25
Publication date2022-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAmbiente & sociedade (JOURNAL)
Journal identifiersISSN: 1414-753X • E-ISSN: 1809-4422
PublisherFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/1809-4422asoc202000086r3vu2022l3oa
OpenAlexW4312798820
LanguageEN
References cited14

This article argues that the production of monographs can produce new discourses in the curricula of science and environmental education for pre-service teacher education based on emancipatory approaches. We rely on critical discourse studies to understand the relationship between hegemony and emancipation in pre-service teacher education. Twelve monographs of environmental education published between 2015 and 2018 were analyzed. We found some monographs under hegemonic visions of environmental issues such as management, procedural time, mitigation of responsibility, and the search for efficiency. On the other hand, we found other monographs that referred to the struggle, resistance, denunciation, community, and inclusion of popular masses instigating insurgent practices. Likewise, hybrid discourses have constituted discourses in the monographs, which is typical of late modernity. Finally, we propose non-hegemonic ways to include environmental issues in pre-service teacher science education

Curriculum · Economy · Emancipation · Environmental education · Environmental ethics · Hegemony · Pedagogy · Political science · Politics · Social science · Sociology · Vision · Anthropology · Environmental Education and Sustainability · Law · Philosophy

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Open DOIOpen Access