v. 6 n. 2 (2025): Animais políticos: animalidade, comunidade e o futuro do corpo político (publicação contínua)
Dossiê especial

Emaranhamentos da respons(h)abilidade e intra-ações do novo materialismo na práxis da educação vegana

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Iana Fishova
Universitat Pompeu Fabra
Biografia

Publicado 07-01-2026

Palavras-chave

  • respons(h)abilidade,
  • intra-ações,
  • ético-onto-epistemologia,
  • educação vegana,
  • pedagogia crítica animal

Copyright (c) 2025 Iana Fishova

Creative Commons License
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.

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FISHOVA, Iana. Emaranhamentos da respons(h)abilidade e intra-ações do novo materialismo na práxis da educação vegana. (Des)troços: revista de pensamento radical, Belo Horizonte, v. 6, n. 2, p. e60854, 2026. DOI: 10.53981/destrocos.v6i2.60854. Disponível em: https://periodicos.ufmg.br/index.php/revistadestrocos/article/view/60854. Acesso em: 15 jan. 2026.
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Resumo

Este artigo dialoga com teorias do novo materialismo para examinar a educação vegana como uma resposta ética e política à exploração de animais mais-que-humanos. O objetivo é explorar como educadores implementam uma práxis pedagógica utilizando os conceitos de ético-onto-epistemologia, respons(h)abilidade e intra-ação, baseados nos trabalhos das estudiosas do novo materialismo Karen Barad e Bronwyn Davies. A abordagem metodológica é de análise teórica e conceitual, com foco na práxis de educadores veganos. O artigo identifica duas lacunas principais: a ética do novo materialismo frequentemente ignora o veganismo, e as pedagogias críticas animais tendem a criticar os sistemas educacionais especistas existentes sem explorar suficientemente práticas pedagógicas eficazes. Em resposta, este estudo destaca métodos educacionais que resistem ao distanciamento moral dos estudantes e à autocensura dos educadores – como a não neutralidade, interações diretas com animais, a reunificação entre discurso e conhecimento corporal, relacionalidade criativa, dimensões afetivas e o amor. Os resultados sugerem que integrar conceitos do novo materialismo com a educação vegana pode sustentar pedagogias criativas, corporificadas e relacionais. A conclusão enfatiza que a pedagogia crítica animal e a educação vegana, quando fundamentadas na respons(h)abilidade e em intra-ações diretas com animais mais-que-humanos, oferecem um potencial transformador para um ensino e aprendizagem éticos e antiespecistas.

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