Re-inhabiting the school in the Anthropocene era: contributions from mesology to a new perspective on teachers' working conditions

Authors

DOI:

https://doi.org/10.5902/1984644485359

Keywords:

anthropocene, teachers' working conditions, mesological self

Abstract

More than just a new geological era being studied in the field of natural sciences, given climate change and the impact of human activity on the planet, the anthropocene has proved to be a fertile conceptual input for knowledge development in social and human sciences, especially in the field of education. Given this context, the article focuses on anthropocene with the dual aim of identifying the issues raised by the concept in the educational field, especially with regard to teachers' working conditions; and proposing new theoretical tools capable of helping to address these issues. To this end, it is based on an ongoing research project based on the theoretical-methodological framework of biographical research in education, entitled “Teacher working conditions and the promotion of global health in the light of the concept of 'human permaculture': analysis and proposals for responding to the challenges of the Anthropocene in the school as an institution of bonding”. After briefly outlining the origins and debates surrounding the notion of the Anthropocene and recognizing the need it calls for in order to think education in new ways, the article discusses the reconfigurations of space in contemporary times, with their impact on the school space, and finally proposes the concept of the mesological self. Originating from mesology, it proves to be a powerful theoretical tool for tackling the urgent need for profound transformations in the relationship between oneself, the other and the natural and social world, which is at the heart of the anthropocenic challenges and their impact on the school environment, which can be re-inhabited as na institution of bonds.

Author Biographies

Valérie Melin, GIS Le Sujet dans la Cité Sorbonne Paris Nord-Campus Condorcet; CIREL Centre interuniversitaire de recherche en éducation de Lille - Université de Lille

Doutora em Educação pela Universidade de Paris 13. É professora de filosofia e ciências educacionais na Universidade de Lille, pesquisadora do Laboratório CIREL, França, e membro do GIS Le Sujet dans la Cité Sorbonne Paris Nord-Campus Condorcet. Sua pesquisa se concentra sobre as condições teóricas e práticas de transformação das instituições de ensino e de formação, para que possam enfrentar o desafio de incluir as subjetividades na construção da relação ao saber.

Carolina Kondratiuk, GIS Le Sujet dans la Cité Sorbonne Paris Nord

Doutora em Educação com dupla titulação pela Universidade de São Paulo (Brasil) e pela Université Paris 8 (França), possui Licenciatura em Pedagogia pela Faculdade de Educação da Universidade de São Paulo e Mestrado em Educação pela mesma instituição. Foi docente no Departamento de Educação da Université Paris 12 (UFR SESS) e membro do Collège International de Recherche Biographique en Éducation (CIRBE), onde fez parte do grupo de pesquisa Pôle Initiatives en Recherche Biographique. Foi ainda responsável pela formação contínua de educadores da infância, com foco em didática, teorias de ensino e práticas pedagógicas, no Centro de Estudos da Escola da Vila e no Prosa / Dialogue, vinculado ao Mosteiro São Geraldo de São Paulo. Foi coordenadora pedagógica da Educação Infantil no Colégio Santo Américo, além de professora na Educação Infantil e no Ensino Fundamental 1 em colégios como Escola da Vila e Visconde de Porto Seguro. Participou, ainda, da criação de materiais pedagógicos voltados à educação emocional para crianças de 3 a 6 anos, com foco em educação para a felicidade e educação para a paz, levando em conta as relações entre educação emocional, formação social e sucesso escolar. Atualmente, é coordenadora de pesquisa no GIS (Grupo de interesse científico, na sigla francesa) Le sujet dans la Cité e pesquisadora do Laboratoire CIRCEFT (Université Paris 8)

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Published

2024-05-13

How to Cite

Melin, V., & Kondratiuk, C. (2024). Re-inhabiting the school in the Anthropocene era: contributions from mesology to a new perspective on teachers’ working conditions. Education, 49(1), e81/1–22. https://doi.org/10.5902/1984644485359

Issue

Educação, v. 49, 2024 – Jan./Dez. – Publicação contínua

Section

Dossiê: Educação, Narrativas e Saúde em tempos de refigurações

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