Initial reading instruction and Literacy: a reflection in the light of complexity

Abstract

The research aims to reflect on Environmental Education in the context of initial reading instruction and literacy in light of Edgar Morin's complexity from a bibliographic research. The study presented here arose from a concern regarding how Environmental Education is developed in the school context, in view of a fragmentation of knowledge mainly linked to the natural sciences, in which political, social, ethical and cultural inherent aspects to the complexity of environmental education are diluted, establishing an abstract and reduced unity between society and nature. Through a bibliographic research of two works by Morin (2005; 2015) and the dialogue with other theoretical contributions, such as Araújo (2011); Mariotti (2013) and Lorenzetti (2020), we understand the urgent need to look at Environmental Education in its multiple facets, in an opening dialogue between the most varied areas of human knowledge, favoring teaching knowledge and pedagogical, political, social and environmental practices. Therefore, the results indicate that the Complexity Theory is still marginal in the academic-scientific field, and in Environmental Education it is no different. The instruments of access to this complex pathway need to be creatively discovered, and we believe that this creativity tied to a complex critical sense, occurs on the school floor, in the affective, loving and ethical interaction between the entire school collegiate, especially in the teacher-student relationship, having as facilitating mechanisms, literacy and environmental literacy.

Keywords

• Edgar Morin
• Pensamento complexo
• Pesquisa bibliográfica