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The relationship between man and the environment is dealt with in a fragmented way in the fields of law, education and in the discourses of social organizations – the humans are out of the medium, assuming the role of supervisor, predator or restrainer. This perception would reveal today a “collateral effect” that is being described as an “environmental crisis” or, as we propose here, “a crisis of massive literacy”. To attest this hypothesis, we performed an exploratory analysis based on the Socio-cognitive Linguistics. We argue that the oral processes are organized around the “short distance” between the “cognizant” and the “cognized”, while, in the written process, the language is interposed “between the cognizant and the cognized an object, which is the written text”. This phenomenon would explain the broad reanalysis of a cosmogony in which the Western man perceived himself as “the center of the world”, understanding himself as a being clearly distinguished from nature (Descartes), a being “outside the world”, that reads this same world as a “book of nature”, as Galileo says. To change this perception, as the contemporary environmental education wants, it would be necessary “to acquire a living sentiment of the unity of the human knowledge”, which means to transform the formal education. RESUMO Tanto nas leis como nas propostas educacionais ou nos discursos das organizacoes sociais, a relacao do homem com o ambiente e tratada de maneira fragmentada – o homem esta fora do meio, cabendo-lhe o papel de fiscalizador, predador ou controlador. Tal percepcao revelaria hoje um “efeito colateral” que vem sendo descrito como uma “crise ambiental” ou, como queremos, uma “crise do letramento massivo”. Para atesta-lo, empreendemos uma analise exploratoria fundamentada na Linguistica Sociocognitiva. Argumentamos que os processos orais se organizam em torno da “pouca distância” que o “conhecedor” tem do “conhecido”, enquanto que, com a escrita, a linguagem interpoe “entre o conhecedor e o conhecido um objeto que e o texto escrito”. O fenomeno explicaria a ampla reanalise de uma cosmogonia em que o homem ocidental se via no “centro do mundo” e passou a compreender-se como um ser que distingue claramente o eu e a natureza (Descartes), um ser “fora do mundo”, que o le como um “livro da Natureza”, como dira Galileu. Para mudar tal percepcao, como quer a educacao ambiental contemporânea, sera necessario “adquirir um sentimento vivo da unidade do saber humano”, o que significara transformar a educacao formal.

Os seres humanos fazem parte do meio ambiente? A escrita como instauradora de uma nova realidade