Histórias de Ficção Realista no Ensino de Sustentabilidade

Abstract

Contemporary education, understood as a fundamental human right and a historical practice of formation, faces the challenge of responding to the socio-environmental crises that characterize the Anthropocene. International documents such as the Incheon Declaration and the 2030 Agenda reposition education as a space for constructing ethical meanings in the face of climate change, demanding approaches that go beyond the instrumental transmission of content. This article analyzes the use of realistic fiction narratives in education for sustainability through a philosophical hermeneutic orientation, understanding learning as an interpretative experience mediated by language and historicity. Anchored in Hans-Georg Gadamer's hermeneutics, the study understands learning as a fusion of horizons between scientific knowledge and the socio-cultural experiences of subjects. This qualitative and interpretative research develops a hermeneutic reading of UNESCO normative documents and the work Quando a chuva passar, set in the context of the extreme floods that struck southern Brazil in May 2024. The results indicate that realistic fiction fosters processes of formation (Bildung), ethical engagement, and the expansion of socio-environmental awareness, contributing to an education for sustainability that is not instrumental, but formative and ontologically implicated.