Desvelando Princípios da Cultura Hacker: os(as) licenciandos(as) em pedagogia e a relação de cuidado com a natureza.

Abstract

This doctoral thesis takes the analysis of hacker culture as a starting point to define its fundamental principles and investigate their potential contributions to strengthening the relationship of pedagogy undergraduates with nature. From this perspective, it became important to investigate which principles of Hacker Culture contribute to strengthening the care relationship of pedagogy undergraduates with nature, taking the RTMCN curriculum component as a reference. In alignment with this issue, the general objective proposed was to understand the constitutive principles of hacker culture from the perspective of contributing to a care relationship between undergraduates and nature, constructed within the scope of studies in the RTMCN curriculum component. To this end, we conducted a qualitative Case Study with a class from the aforementioned component in the pedagogy degree program at Campus I of UNEB (State University of Bahia). We used data production techniques including direct and participant observation, interviews, and document analysis, involving both students and teachers of the class. A bibliographic study on hacker culture was carried out to outline its political and philosophical foundations and to identify the inherent categories of this culture: democratization of information, free culture, and the Commons, which are relevant stages for the theoretical basis of the research. Basic principles of hacker communities were defined, demonstrating and establishing favorable conditions for respectful coexistence in collectivity: predisposition to share information and knowledge; naturally collaborative posture; and respectful exercise of freedom. The studies involving the human-nature relationship stemmed from reflections on the trajectory of global civil movements and organizations for environmental preservation, which provide important information to the population and enable awareness of the risks of environmental degradation to humanity, constituting a utilitarian stance that has not promoted significant results over several decades. Additionally, the pedagogical perspectives discuss the conceptions of ecopedagogy, earth pedagogy, ecological literacy, and the essence of care as a fundamental ethos of human beings, referencing Environmental Rationality and Environmental Knowledge. The research results indicate the need to create methodological strategies in the formative spaces of educators, particularly in the classrooms of curriculum components that "teach-learn-teach" natural sciences, based on the principles of hacker culture outlined in this research. These should provide didactic-pedagogical experiences that promote constitutive values of an ethical relationship of respect and care between future teachers of Early Childhood Education/early years of Elementary Education and nature.