Learning-based transformations towards sustainability: a relational approach based on Humberto Maturana and Paulo Freire

Abstract

This article investigates the relevance of the work of the Latin-American thinkers Humberto Maturana and Paulo Freire to learning-based transformations towards sustainability. This analysis was inspired by a case study of a Brazilian urban community seeking to develop pathways towards sustainable living and was informed by a review of their key works. The paper aims to obtain a better conceptualization of learning-based transformations and provide insights into collective learning processes focused on advancing sustainable practices. We present notions of the transformative social learning approach that underpins the case study, using the concepts of Maturana and Freire as a lens. Our results indicate the importance of a relational approach in fostering collective learning processes. Finally, we derive three principles that can guide such processes: (1) facilitating transformative interactions between people and places, (2) enabling dialogic interaction within a climate of mutual acceptance, and (3) creating space for ontological pluralism.

Keywords:

• Sustainability
• community-based initiatives
• dialogue
• transformative social learning
• relational pedagogy

Additional information

Notes on contributors

Daniele T. Souza

Daniele Tubino de Souza is an architect and a PhD candidate at the Graduate Program of Environmental Sciences at the Institute of Energy and Environment at the University of São Paulo, Brazil. Her research interests focus on social, transformative and transgressive learning, collaborative design, sustainable urban planning, landscape ecology, and biomimicry. She observes the development of sustainable-oriented solutions for urban environments as a drive for learning-based processes.

Arjen E. J. Wals

Arjen Wals is professor of learning for sustainability at Wageningen University in The Netherlands. Furthermore, a UNESCO Chair in the same field. His work focuses on designing learning processes and learning spaces that enable people to contribute meaningfully to sustainability on the edge of science and society. A central question in his work is, how to create conditions that support (new) forms of learning which take full advantage of the diversity, creativity, and resourcefulness that is all around us, but so far remain largely untapped in our search for a world that is more sustainable than the one currently in prospect. He maintains a blog at www.transformativelearning.nl.

Pedro R. Jacobi

Pedro Roberto Jacobi is a full professor at the Graduate Program of Environmental Science at the Institute of Energy and Environment at the University of São Paulo. He is a Member of Division of Management, Science and Environmental Technology at the Institute of Energy and Environment. Coordinator of Research Group on Environmental Governance. His research focuses on water governance, urban environmental governance and social participation, social learning and education for sustainability, cities and climate change. He is the author of books and articles on environmental governance, social learning, and water governance and education for sustainability. He is also an editor of journal Ambiente e Sociedade and president of Board of ICLEI – South America. He developed this article as part of his activities in the project ‘Environmental Governance of Macrometropolis Paulista in face of Climate Variability’, under his coordination and supported by São Paulo Agency for Support to Research – Fapesp – 2017–2022.