American Journal of Educational Research, 2017, Vol. 5, No. 7, 788-793 Available online at http://pubs.sciepub.com/education/5/7/15 ©Science and Education Publishing DOI:10.12691/education-5-7-15 The Subjects’ Discursive Practices in Environmental Sciences at the Scientific Context of the University of Southwestern Bahia, Brazil Silva Thiago Souza 1 , Cestari Luiz Artur dos Santos 2,* 1 Graduate Program on Environmental Science of UESB, Itapetinga, Brazil, CAPES/BRAZIL 2 Department of Philosophy and Human Sciences, University of Southwestern Bahia (UESB), Vitória da Conquista-BA, Brazil *Corresponding author: thiago_uesb@yahoo.com.br; lacestari@hotmail.com Abstract The advent of modernity and its conception of knowledge demanded a strong specialization, an intention of universalization and the neutrality of subject and object in a self-centered process of methodological constructions. This process was on the base of the modern sciences since its emergence during the seventeen century until the nineteen century. This model of science has received critical positions since the second middle of nineteen century but it was questioned as a paradigm in crisis at the second middle of twentieth century when the debate about the crisis of the modernity has opened theory conditions to talk about the emergence of interdisciplinary subjects and other paradigms to understand it. One example of it was the emergence of environmental phenomena. After the impact of the Second World War, the environmental sciences as an interdisciplinary approach arise and will propose an effective communication among knowledge in order to offer a more complex perspective since its emergence in the global context. Nevertheless, the legitimization of the new perspective has not become effective because the power relations and the scientific actions on institutions - mainly in universities - have received interference of their disciplinary powers in which is predominant a modern scientifically perspective. This paper aims at discuss the emergence of environmental phenomena and its institutionalization process at the State University of Southwestern Bahia, understanding the scientific actions of researchers and professors as discursive practices in accord with Michel Foucault theory framework. Keywords: subjects, discursive practices, environmental sciences Cite This Article: Silva Thiago Souza, and Cestari Luiz Artur dos Santos, “The Subjects’ Discursive Practices in Environmental Sciences at the Scientific Context of the University of Southwestern Bahia, Brazil.” American Journal of Educational Research, vol. 5, no. 7 (2017): 788-793. doi: 10.12691/education-5-7-15. 1. Introduction During the modernity since its emergence in the seventeen century until the nineteen century, the predominant scientific discourse arise as a method based on a scientific rationality whose more important procedures were the rigor of measurements and reduction of complexity. The areas of knowledge began to work in isolated like islands, making methodologies a restricted place where they supported a single idea of scientific truth. Since then, the scientific areas transformed themselves in disciplines (Gallo [10], Japiassu [12]). However, the influence of the globalization progress at the second middle of twentieth century and the emergence of the more integrated problems and subjects coming from the social, economic and environmental processes have became urgent the deconstruction of the segregation of these areas (Lyotard [18]). The interdisciplinary approach emerges as a viable proposal to solve the environmental problems such as the problems like soil, water resources, atmospheric, oil crisis, solid waste management, use of pesticides, population growth and so forth. The interdisciplinary approach debate arose in the 1960's in academic centers over the world, suggesting an effective communication between the different kinds of knowledge and a comprehensive interaction among fields. It annihilated the egocentric convictions of researchers who had fear of the difference and no interest to break their research method conception as the only one that was able to answer their scientific questions (Morin [20,21,22,23]). The interdisciplinary approach gave to the sciences a more expanded perspective that had a more potentiality to understand the complexity of nature. How about environmental problems, the interdisciplinarity demanded a more all-embracing range of social and natural knowledge (Leff [13,14,15,16,17]), resulting of it a more innovative organization because two or more areas of knowledge should be connected to build a new knowledge. In Brazilian universities, there is a significant immaturity refers to the interdisciplinary dialogue about environmental problems in learning, research process and extension services. The environmentalization of institutional practices faces an incipient subjects' awareness to break the disciplinary approach due to the conveniences and comforts of the establishment as well as the absence of the public scientific incentives to reach interdisciplinary results.