Desafios jurídicos para a proteção de crianças, jovens e adultos : um olhar a partir das políticas públicas ambientais com foco em uma cidadania.

Abstract

In the complexity of the modern world undoubtedly live in a time of paradigm shift, because the adjective "postmodern" was introduced in the field of Philosophy and Social Sciences to designate the abandonment of the "grand narratives" ideological seeking to find a global meaning to human life. We must not forget that every subjective right as college, claim, privilege or immunity, is founded on a set of beliefs and representations that we make of ourselves, of our place in the world, the way we look at our similar, but also about the treatment that we give to other species and to nature in general. Indeed, the simple exercise of active citizenship in search of affirmation of human dignity, does not solve fundamental questions related ethical and legal issues, for example, with issues related to environmental degradation, involving the future of our children, youth and adults in planet. The degradation of the environment and the birth of a planetary ecological consciousness imposed to contemporary thought the need to rethink the traditional bases of education, ethics, and morals. Several studies show that despite all the national and international regulations implemented in the political-educational proposals and environmental management, a few positive changes are observed in our daily life. These evidences constitute a major challenge to educators because it confirms the complexity of environmental reality, due to the fragility of public policies for prevention and protection are implemented. All assumptions guiding the practice of the environmental education, must analyze the environmental issues so that the social and ecological aspects are conceived as elements that are mutually interconnected in a condition of interdependence, in which one can not be made without the other. The implementation of public policies aimed at prevention and educational environment protection, should adopt a model of educational intervention through which the problem is seen as a dynamic process that involves a complex network with aspects cultural, political, legal, social, etc. It is seen therefore that the task of environmental education is quite complex and must start from the microespecíficos domains (interpersonal issues) until to those of universal amplitude (intergroup). The education in this process it is essential instrument for the construction of a new ethic, a new citizenship (active), which recognizes the co-responsibility of each individual as unique and while one part of the whole instrument. It is necessary to replace old habits of passivity, with new habits of participation and commitment to environmental problems using strategies that more intensely stimulate children and adults to understand and create possibilities for higher cognitive elaboration. Only this way we will be talking about human dignity for realization of the rights of citizenship.