Revista Brasileira de Educação do Campo
Brazilian Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.rbec.e11927
Tocantinópolis/Brasil
v. 6
e11927
10.20873/uft.rbec.e11927
2021
ISSN: 2525-4863
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Este conteúdo utiliza a Licença Creative Commons Attribution 4.0 International License
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For a Circular Education: sustainable transition in the
pandemic context
Carolina Costa Resende
1
, Jesus Alexandre Tavares Monteiro
2
1
Pontifícia Universidade Católica de Minas Gerais - PUC. Departamento de Ciências Gerenciais (ICEG/PUC Minas) e
Faculdade de Psicologia (FaPsi/PUC Minas). Avenida Dom José Gaspar, 500, Coração Eucarístico. Belo Horizonte - MG.
Brasil.
2
Universidade Vale do Rio Verde.
Author for correspondence: carolinaresende.psi@gmail.com
ABSTRACT. This theoretical essay presents a brief literature
review on the Business Model in Circular Economy (CE) and
aims to answer the question: what would be the main aspects of
the circularity to integrate Countryside Education in the current
context of the COVID-19 pandemic in Brazil? In an essayistic
manner, the study made it possible to reflect critically on the
opportunities that CE can represent for Countryside Education.
The results reveal converging aspects between Countryside
Education and CE and that could be seen as a reference for
solutions that deeply comprise the cause of socio-environmental
problems currently present in the life and production in rural
territories in Brazil.
Keywords: circular economy, countryside education, covid-19
pandemic.
Resende, C. C., & Monteiro, J. A. T. (2021). For a Circular Education: sustainable transition in the pandemic context...
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2021
ISSN: 2525-4863
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Por uma Educação Circular: transição sustentável no
contexto pandêmico
RESUMO. O presente ensaio teórico apresenta uma breve
revisão de literatura a respeito do Modelo de Negócios em
Economia Circular (EC) e procura responder à pergunta: quais
seriam os principais aspectos da circularidade a integrar a
Educação do Campo brasileira no atual contexto da pandemia de
Covid-19? De forma ensaística, o estudo possibilitou refletir
criticamente quanto às oportunidades que a EC pode representar
para a Educação Campesina. Os resultados revelam aspectos
convergentes entre a Educação do Campo e a EC e que podem
servir de referência para soluções que abrangem mais
profundamente a causa dos problemas socioambientais presentes
no atual cenário brasileiro da vida e da produção em territórios
rurais.
Palavras-chave: economia circular, educação campesina,
pandemia de covid-19.
Resende, C. C., & Monteiro, J. A. T. (2021). For a Circular Education: sustainable transition in the pandemic context...
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Hacia una educación circular: transición sostenible en el
contexto de la pandemia
RESUMEN. Este ensayo teórico presenta una breve revisión de
la literatura sobre el Modelo de Negocio en Economía Circular
(CE) y busca responder a la pregunta: ¿cuáles serían los
principales aspectos de la circularidad para integrar la educación
rural brasileña en el contexto actual de la pandemia covideana?
19. De manera ensayística, el estudio permitió reflexionar
críticamente sobre las oportunidades que la CE puede
representar para la educación rural. Los resultados revelan
aspectos convergentes entre Educación Rural y EC y que pueden
servir de referencia para soluciones que cubran más
profundamente la causa de los problemas socioambientales
presentes en el actual escenario brasileño de vida y producción
en territorios rurales.
Palabras clave: economía circular, educación campesina,
pandemia de covid-19.
Resende, C. C., & Monteiro, J. A. T. (2021). For a Circular Education: sustainable transition in the pandemic context...
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Introduction
The Circular Economy (CE) emerges
in a context of concern about the paradigm
shift towards another possible future for
humanity different from what was
imagined until then. MacArthur (2018)
states that the modern illuminist view on
doing things is reaching its limit, "the
current system is no longer working for
businesses, people or the environment."
Given this scenario, the CE replaces the
concept of end-of-life of goods and
resources with value restoration cycles,
eliminating waste and incorporating new
processes of reusing and transforming
materials and products (Sassanelli et al.,
2019). CE's goal is to improve the
production flows of goods and services to
create a new "circle of values" for
technical and biological materials in such a
manner that it is possible to rebuild capital,
whether it is financial, manufactured,
human, social or natural, and developing
smarter, more sustainable, and profitable
companies (Weetman, 2019).
The idea of CE has been strongly
disseminated on a global scale since 2012,
through the initiative of Ellen MacArthur
Foundation when a series of reports
entitled "Towards the Circular Economy"
was published. The CE is a new concept of
economic practice that respects
sustainability cycles and is in constant
dialogue with the local community
(Azevedo, 2015). Counterpointing the
Linear Economy, the CE aims to transform
the production processes to reduce the
extraction of natural resources so that, once
extracted, the resources remain longer in
the economy in a cycle that involves
doing-and-redoing and using-and-reusing.
This initiative is in accordance with the
United Nations proposal for sustainable
development, especially with regard to
millennium development goal number 12,
which aims to ensure sustainable standards
of both consumption and production
(Duthie & Lins, 2017).
According to Jabbour et al. (2019),
CE requires significant transformations in
the way organizations operate, creating an
approach of sustainability, through new
forms of product designers to reshape
operations in supply chain, and this
knowledge can support the transition to
circular economy based on the perspective
of dynamic resources. However, this
change of mindset
i
is not automatic and
requires a collective and orderly effort to
change people’s ideas and habits through
the problematization of culture and
relations between work and production. In
this process, education is an essential
strategy for the change.
From this perspective, it is proposed
to (re)think about the practices of
Resende, C. C., & Monteiro, J. A. T. (2021). For a Circular Education: sustainable transition in the pandemic context...
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Countryside Education in the current
Brazilian context, and the objective of this
study is to critically reflect on the possible
contributions of CE to Countryside
Education in Brazil, considering in
particular the impact of the current
pandemic context on the world economy
that already interferes widely in rural
production.
Methodology
This article was directed through a
literature review with the purpose of
analyzing the contributions of CE to
Countryside Education in Brazil in the face
of the current pandemic context in the
world economy that already interferes
widely in rural production. The
methodology used in this study follows the
perspective of qualitative essayistic
research, which, according to Campos
(2015), is a problematization tool based on
the discursive and evaluative interpretation
of a given field of knowledge, in order to
generate new discussions and debates,
instigating some ethical and critical
positioning in a contextualized and
synthetic way from the reflexive analysis
when facing some matter.
The essayist intention of this study is
to approach Countryside Education to
Circular Economy, starting from the
premise that it is a process of a social
nature. Castel (1998) postulates that the
social occupies the existing gap between
political organization and the economic
system. Its function is "restoring or
establishing ties that do not obey either
strictly economic logic or strictly political
jurisdiction. The social consists “of
systems of non-market regulations,
established to try to fill this space” (Castel,
1998, p. 31). Baremblitt (2002, p. 35)
defines that the society is the space for the
interpenetration of reproductive and anti-
productive forces "whose functions are at
the service of exploitation, domination and
mystification, as well as being constituted
by the interpenetration of the forces and
entities that are at the service of
cooperation, freedom, full information
(transversality)." Therefore, studies
addressing social phenomena concern a
complexity and should use devices that
affirm the inclusion and transversality of
the field. Thus, a demand for
methodologies aimed at contributing to
insights regarding possible perspectives for
Countryside Education is established.
Countryside Education in Brazil today
The conception of Countryside
Education is not limited to the pedagogical
dimension of a school located in rural areas
(Distrito Federal, 2018). The concept of
Countryside Education emerges in the
Resende, C. C., & Monteiro, J. A. T. (2021). For a Circular Education: sustainable transition in the pandemic context...
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early 1990s in the context of social
movements for agrarian reform in Brazil
and counterpoints the notion of Rural
Education focused mostly on agribusiness
and the exploitation of natural resources
(Cezar & Silva, 2016).
The characteristics of living in the
fields should be contemplated in the social
curriculum of the community in which the
peasant students are inserted. That is, the
educational curriculum should be
understood as "the set of intentions that
permeates the entire school environment,
as well as its interactions with the
community in its surroundings"
(Nascimento et al., 2019, p. 14)
Arroyo (2012) considers that
pedagogy should not undergo an adaptive
process to the fields, but rather a
reformulation by the knowledge of the
fields. A non-rural association of the fields
expresses a positioning of resistance and
social mobilization as a primal
differentiator. Costa and Cabral (2016)
assess that the differentiating principles of
Countryside and Rural Education
originate from landowners' thinking related
to Rural Education, whereas the other
emerges from social struggles. Therefore,
they are based on opposing paradigms.
Arroyo (2012) describes that Countryside
Education, par excellence, produces
subjects with critical and political thinking.
Social collective groups in their
presence in social movements or in
schools bring other pedagogies.
Victims of historical processes of
domination/subordination bring their
pedagogies of resistance. Other
political and political subjects are
produced in these collective actions
through liberation/emancipation.
They demand recognition, they build
their self-recognitions. They put
pressure on the state for another
project of field, of city, of society.
(Arroyo, 2012, p. 14-15).
The subject, in a problematizing and
historical education, understands the need
for a reflexive discussion about the
economy established in our society. A
static and reproductive economy in the
scope of inequalities and impoverishment
of the planet and society. Countryside
Education is translated as
Pedagogical political conception,
aimed at boosting the connection of
human beings with the production of
conditions of social existence, in the
connection with the land and the
environment, incorporating the
societies and space of the forest,
livestock, mines, agriculture, fishing
grounds, fishermen, riverside
populations, quilombo communities,
indigenous peoples and extractivism
(Brazil, 2001).
In this perspective, similar to CE,
Countryside Education adopts a systemic
view in which the relationship of the
human being with the environment is
imbricate in socio-historical processes that
need to be considered.
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However, the data related to the
practice of Countryside Education,
featured in the 2020 INEP education
census and developed by Molina and
Freitas (2011), point to a set of reticent
historical difficulties in education:
structural problems in school buildings,
long distance between homes and school
groups; multi-grade classes; disqualified
teachers; lack of teaching material;
decontextualization with the realities of life
in the countryside – such as evasion in the
harvest periods; lack of teaching material
and restricted or non-existent access to the
Internet.
It is an education, which by its
context becomes dialogical in the process
of inclusion/exclusion. According to
Sawaia (2009), it is a contradictory game
in an unequal pre-established social order
and that implies an illusory aspect of
inclusion. Included at a certain level but
inserted in precarious and insufficient
conditions. Nevertheless, the desire to
remain in the educational sphere, sheltered
and humanized, contextualized, and
reflective relationships demonstrate the
desire to remain and transform. Within this
dialectic, Sawaia (2009) also points to a
vulnerable and hopeful subject in the face
of the current economy.
In times of global pandemic and in
territories of extreme vulnerability,
Countryside Education requires poignant
changes and the search for new economic
forms becomes a primary necessity.
CE in the context of the Covid-19
pandemic
The Circular Economy emerges in
the context of the ethical and socio-
environmental concerns of the
contemporary world, in which economic
power has also been the source of
numerous societal problems, such as
environmental degradation, the expansion
of social inequality and the cyclical
production of catastrophes and economic
crises on a national scale and worldwide.
However, because it is an emerging field,
the production and dissemination of
knowledge related to management
operations, decision-making process, and
product design and development are still
insipid, and there is a lack of tools that
enable greater capillarity without losing
such valued systemic vision of the
circularity of resources, products, and
services of this new production paradigm
though (Jabour et al., 2019). One of the
main questions in this field is the
elucidation of "how" to put into practice
and ensure perennialism and prosperity to
Circular Economy organizations (Jabour et
al., 2019).
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According to the World Economic
Forum (WEF, 2020, p. 1) "the world is at a
historic crossroads, as economies
everywhere try to get out of a hiatus
induced by COVID-19." Despite the high
human and economic cost, the social
isolation has brought new references for a
“responsible and inclusive reconstruction...
The lockdowns ... provided a glimpse of
what is possible in terms of pollution
limitation" (WEF, 2020, p. 1). In addition,
the number of people affected by the
pandemic has made clear "what can
happen when health systems and social
safety networks are neglected" (WEF,
2020, p. 1). Such scenario evidenced the
systemic and holistic character of life in
society and constant interaction with
nature. Figure 1 shows how this
redefinition of the world order is
happening.
Figure 1 - The great redefinition of the world order.
Source: WEF (2020).
Figure 1
ii
shows that from the
perspective of the WEF (2020), the great
redefinition underway on the planet
involves the interrelationship between
seven dimensions: planning the economic
recovery; redesign of social contracts,
skills and jobs; restoration of
environmental integrity; development of
sustainable business models; revitalization
of global cooperation; strengthening
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regional progress and development of the
fourth industrial revolution. " Public and
private sector leaders are the ones who
need to seize the moment and help create a
more equitable and sustainable
society"(WEF, 2020, p. 1).
CE gathers many characteristics and,
therefore, it is at the center of this great
reinvention of civilization. But it still needs
to make great progress, with emphasis on
decent work, since "labor relations are
marked by values, culture and power
relations that constitute the basis of the
institutionalization of work as
employment"(Resende, 2019, p. 38). To
date, the literature review conducted in this
study has revealed the need to develop an
idea of circularity of both the workforce
and processes of human resources
management. In this perspective,
circularity should contemplate the entire
cycle of basic education and
professionalization.
Due to the accelerated innovation of
production processes, a more
comprehensive system for the development
of technical skills (hard skills) and
attitudinal skills (soft skills) should also be
created. The current scenario points to a
greater need to develop socio-emotional
skills, since it is expected from individuals
to be flexible, emotionally self-controlled,
capable of acting in multiple tasks and
adapting to constant changes (Resende,
2019). In this perspective, Countryside
Education demands new characteristics
from the subject facing the world and its
current economy.
By combining the conceptual
perspectives of Goleman (2012); Dweck,
(2017) and UNESCO (2015) it is possible
to synthesize the concept of soft skills as a
set of skills (knowledge, abilities, and
attitudes) that designate the adaptive and
collaborative capacities of an individual in
relation to the environment in which they
are inserted. Therefore, to be considered
mature or proficient in soft skills, it is
expected that the individual presents high
levels of self-knowledge, emotional
control, analytical capacity, and
assertiveness, both in decision making or
in the action or attitude that they assume
when facing the various situations that
emerge in the routine of an organization or
in the work environment.
When considering the development
of soft skills as a process directed by
learning relationships, it is important to
highlight the relational aspect of soft skills
in a context of mutual
affectation/transformation between the
individual and the
environment/organization. It means that
this is a dialogical and circular process.
Hence, it is necessary to be attentive to the
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dimensions related to quality of life and
working conditions, since these factors
interfere in the worker’s productivity,
engagement, and potential (Resende,
2019). These aspects indicate the need to
combine the dimensions of care/assistance
and empowerment.
In a scenario of economic crisis,
people in vulnerable situations must
develop their survival capabilities.
Monteiro (2021) describes that
vulnerability is an absence of power that
makes conditions of development or
recognition of individual themselves and of
the world impracticable. The condition of
vulnerability incapacitates a perspective
for future in the affected groups. A
limitation of the abilities of questioning
themselves and the world to the extent that
this process is often permeated by
transformations of lexicons that coincide
with social, political and mental
transformations marked by the imposition
of rules and norms over poor and excluded
populations, as a condition of social,
political and economic integration (Ribeiro
& Resende , 2017).
Currently, according to Le Blanc
(2011), there are two paradoxical
normative options for coping with
vulnerability and exclusion: care on one
side and empowerment on the other. These
two options work mostly at the service of
the neoliberal sense. This is because the
process of co-optation of neoliberalism
also expands towards the dissemination of
market values to social policies, under the
motto of inclusion. The great challenge of
neoliberalism today is to make social
policies a central part of the economic
market, making controllable individuals
who were previously not able to be
controlled. In both cases, there is a
culturalization of the social problem (Le
Blanc, 2011).
Therefore, euphemizing the social
over the corporate culture employs a power
of disguising the reality. Empowerment is
shaped by the neoliberal requirements of
performance calculation. Life, from birth
to death, functions as a company of its
own. Empowerment requires the
accountability of the administered subjects.
Individuals should not depend on the state,
but on themselves. (Le Blanc, 2011).
This demand of responsibility
presupposes a philosophy of
empowerment. On the other hand, the
emphasis in care is based on the fact that
lives depend on assistance, since they are
considered to be excluded from the market
and from the possibility of participating in
the city. They operate under the logic of
donation, establishing an administration of
the excluded individuals, based on
procedures of evaluation and control.
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Social works in charge of creating
bureaucracy and silencing the voice of the
excluded ones (Le Blanc, 2011).
Le Blanc (2011) argues that the
protection network depends on the
intertwining between care and
empowerment in a libertarian way, as, for
example, proposed by Paulo Freire, cited
by the author. It is necessary to think of
care as a mean of empowerment. Only a
new dimension of care supported in
empowerment can contribute to the
emergence of a critical cluster. However, it
is necessary to ensure that care and
empowerment do not rhyme with social
readaptation or disguised orthopraxis. It is
necessary to overcome the purely
individual sense of empowerment,
accrediting collective spheres, such as
labor unions. In this perspective, the
singular awareness of exclusion must at the
same time be a collective awareness. Paulo
Freire proposes the freedom of the
oppressed population through awareness,
in compliance with that stated by Le Blanc
(2011), who believes that the oppressed
ones welcome the oppressors in their
psychic life in such a way that they cannot
go on without them. The oppressors’ way
of life is coveted by the oppressed ones
due to the subjective co-optation that their
socio-historical context has imposed them.
The method of awareness in this case
should clarify this mental scene (that
idealizes a self-image identified with the
tyrant boss), aiming at the freedom of the
oppressed individuals from their own
power of action differently from the
hegemonic view. Instead of internalizing
the judgment of the oppressor, they should
build their own judgment. But for this, they
must convince themselves that they are
able to elaborate a possible way out
through mental attitudes in which a
transformative action is possible. The
awareness of the marginalized and
oppressed individuals is a condition for
restoring their power to act. Accountability
in turn refers to the empowerment of
fragile lives. Thus, empowerment is
equivalent to a series of practical and
cognitive resources that the precarious or
even excluded subjects can employ to face
their social condition and demand justice.
In this perspective, empowering social
movements suggests the transformation in
relations of power, restoring the power to
act. It means admitting that there is a
power in lives thought of as powerless.
The excluded ones themselves are agents
of resistance to the exclusion of which they
are object. This methodology returns the
power to act, but denounces neoliberalism,
which abandons individuals and society at
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the whim of market forces (Ribeiro &
Resende, 2017).
In search of an economy that intends
to circulate the Countryside Education, due
to its history of struggle and questioning
about the hegemonic economic model, it is
perceived that it is able to outline
primordial foundations related to the
accomplishment of a new vision necessary
to change the model of production,
consumption, and work. The social
mobilization and the struggle are
characterized as a moving engine in this
journey. When added to a constant
repositioning of technical and attitudinal
skills collectively built and continuously
rethought, they are determining steps of the
Countryside Education articulated with the
empowerment of processes and their care
with history and movements. It is a search
not for development in capitalist
parameters, but of a sustainability that
incorporates new knowledge.
Lately, there is a growing and more
profound movement that has been
dedicated to rethinking social and work
organization. Especially because despite all
technological progress and increasing
global wealth, the current scenario is
critical with regard to environmental
issues, hunger, the exclusion of ethnic
minorities, gender, and people with
disabilities. But what is the main problem
when a company, a school or a nation
refuses to be inclusive?
Today, more than one billion people
suffer from starvation in the world (BBC
News Brazil, 2010). Such a phenomenon
itself is already a large and complex
problem. Vanguard corporations, some
governments and social movements have
already found that in order to achieve the
desired economic development on a global
scale, it is necessary to double
consumption of energy. Yet, doubling
production in the current standards will
double social exclusion and generate an
environmental collapse in less than 10
years. This means that there is no other
way out than to invest in energy efficiency
favoring social inclusion in a sustainable
way.
iii
In this context, Countryside
Education has a great potential of
contribution to CE, fostering solutions that
focus more on the causes rather than in the
consequences. These are just some of the
numerous possibilities of reinvention of the
CE to Countryside Education. It is
understood that it is necessary to work the
equalization of the various dimensions
present in the formative stages of Field
Education in a systemic and
transdisciplinary way, such as: health,
safety, quality of life, human, social and
labor rights, diversity, among others.
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Final considerations
The present time is marked by
uncertainties, in which the past has already
been overcome and the future is
undetermined. From this perspective, it is
important to mobilize memory and hope in
order to try to understand the present in a
conscious and strategically optimistic
view. (Ribeiro & Resende, 2017).
The context of the economic crisis is
always accompanied by unemployment.
This phenomenon of dismissing workers
from their jobs "gains a moral connotation,
according to which the less skilled cannot
succeed in the competitiveness of the
market" (Ribeiro & Resende, 2017).
These aspects occur in the socio-
territorial peasant identity to the extent that
they act in the constitution of the ways of
thinking, feeling, and acting of the students
and, therefore, must be taken into account
in the process of understanding and
strengthening the resistances and struggles
that permeate the territories of production
and reproduction of life in the field
(Esmeraldo et al., 2017).
The Circular Economy within this
context is seen as convergent and with the
potential to import its main aspects to
Countryside Education, going through an
economic praxis centered on the
sustainability cycle, on constant dialogue
with the local community, on the systemic
conception of processes, on the
prolongation of the lifetime of goods and
resources, on cycles of value restoration,
eliminating waste and incorporating new
processes.
In Countryside Education, this
positioning can be consolidated as a
possibility of empowerment, awareness
and participation of educational processes
applied to society. Countryside Education,
in its political and historical
establishments, regularly negotiates the
production with humanization and
encourages the collectivity to the
responsible and empowered participation
of its members for a social development in
the micro and macrosocial perspectives.
In this perspective, a circular
Countryside Education can function as a
device to face the challenges imposed by
the pandemic context to the extent that it
enables the restoration of values by
updating the arguments regarding waste
transformation and incorporating new
processes of knowledge reutilization in
productive and human matter for
sustainability.
The central idea is to bring the
concepts of CE to the pedagogical projects
of Countryside Education as a mean of
updating the arguments aimed at the
protagonism and emancipation of students
by innovating the practices of collective
Resende, C. C., & Monteiro, J. A. T. (2021). For a Circular Education: sustainable transition in the pandemic context...
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articulation through instructions for
sustainable action in the daily life of the
community, by problematizing situations
and forms of pressure for environmental
degradation articulated to personal or
collective experiences or from the memory
of a community, and by engendering new
ways of representing life and production in
rural areas in a circular and integrated
view.
Costa, Monteiro, and Ribeiro (2019)
propose that the education for the Circular
Economy should be carried out through
pragmatic awareness and sensibilization
focused on life habits and behavior change,
especially with regard to everyday attitudes
towards water use, biodiversity
valorization, conscious consumption,
recycling, and care about waste production
such as plastic.
The shift from linear economy to
circular economy implies profound
changes in society. It is not enough to
change punctually and isolatedly
some consumption habits, promote
recycling and energy efficiency or to
promulgate environmental policies
with ineffective results. It is essential
to radically change the behaviors of
each and every one, promoting an
education for sustainability and for
the circular economy (Costa,
Monteiro & Ribeiro, 2019, n./p.).
Costa, Monteiro, and Ribeiro (2019)
used the calculation of the ecological
footprint to work on the notion of
sustainability and awareness of educators
on the subject of CE. Such a strategy can
be useful for evaluating the mindset of
teachers and students in the countryside.
iv
Another important factor in the
awareness stage is the visit to
organizations or communities that have
already migrated to the CE model.
According to Costa, Monteiro, and Ribeiro
(2019), knowing the reality on-site is a
motivation for the participation and
engagement of the individual in the
formative experience in CE. Participating
in small groups is also a motivational
factor that may be important for a better
understanding and problematization of
local reality.
In addition, the bond that is formed
in this type of group activity will be
important for new attitudes of
professionals in the work environment in
the future. Finally, this study showed the
relevance of developing practical activities
beyond the mere transmission of
knowledge and information. The
innovative experiences within the CE
begin with "a greater awareness regarding
the adoption of new behaviors and thus
contribute to their dissemination in their
professional practice" (Costa, Monteiro &
Ribeiro, 2019, p. 10).
In this context, Countryside
Education should continue to promote
awareness. First, it is necessary to make
Resende, C. C., & Monteiro, J. A. T. (2021). For a Circular Education: sustainable transition in the pandemic context...
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individuals become aware of themselves
and of their existence in a certain historical
context in an attempt to reconstruct the
past while they are alive in the present and,
therefore, have implications for the future.
It can be concluded that the CE,
more than a path, consists of a way of
moving that is convergent to the
Countryside Education proposal in such a
way that learning happens dialogically, as
the human being empirically discovers the
benefits of sustainability for life in
community.
In this context, resisting means
identifying and breaking through the
processes of control initiated by capitalism
by criticizing the reductionisms of
subjectivity and offering "loopholes" to
think differently and to innovate praxis so
that it is possible to construct (or invent)
escape lines from the regime of
productivity and hegemonic consumption.
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i
Mindset: English word that designates mental
model, that is, the configuration of the human mind
that indicates a psychological predisposition of a
person or social group to certain thoughts and
patterns of behavior.
ii
Retrieved from:
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06OLciUAG?tab=publications&utm
_source=sfmc&utm_medium=email&utm_campaig
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p
Article Information
Received on March 31th, 2021
Accepted on June 09th, 2021
Published on July, 12th, 2021
Author Contributions: The author were responsible for
the designing, delineating, analyzing and interpreting the
data, production of the manuscript, critical revision of the
content and approval of the final version published.
Conflict of Interest: None reported.
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Double review.
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How to cite this article
APA
Resende, C. C., & Monteiro, J. A. T. (2021). For a Circular
Education: sustainable transition in the pandemic context.
Rev. Bras. Educ. Camp., 6, e11927.
http://dx.doi.org/10.20873/uft.rbec.e11927
ABNT
RESENDE, C. C.; MONTEIRO, J. A. T. For a Circular
Education: sustainable transition in the pandemic context.
Rev. Bras. Educ. Camp., Tocantinópolis, v. 6, e11927,
2021. http://dx.doi.org/10.20873/uft.rbec.e11927