The democratization of knowledge and sustainable practices in contemporaneity: a cross-cutting proposition

Abstract

Propositions focused on practices and knowledge in the face of the dialogues of the environment represent one of the central methodological and theoretical-practical approaches in contemporary times, especially when mentioning educational-training activities, enabling the development of a set of socio-interactive and cooperative skills. In this way, the interlocutions between environmental education and inclusive guidelines encourage collective actions in the face of societal-civilizing contingencies, positively influencing the subject's formation processes through critical thinking and emancipatory conditions, combining the subjective characters and the dispositions of citizenship. For this study, it discusses how the democratization of knowledge and executions associated with the environment are being worked on in contemporary times, encompassing dialogic perspectives and cross-sectional concepts as a way of interpreting the information collected, taking advantage of the critical bias: In the methodological scopes , the narrative review directed the observations and topical organizations of the work in question, building paths and dialogues through scientific articles, book chapters and other academic productions found on the digital platforms of Google Scholar, Scielo, PePSIC and Web of Science. Following the logics expressed, it is outlined that the democratization of knowledge and interventions aimed at environmental themes, even though still emerging in many contexts in the national panorama, has been gaining more and more space in contemporary individual-collective elaborations, promoting the development of skills collaborative and interpersonal, as well as fostering citizenship.