Por uma genealogia em que a educação ambiental é potência na formação dos membros de comitês de bacias hidrográficas

• Ano de defesa: 2011
• Autor(a) principal: Rabelo, Denise Lima
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Watershed Committee; Formation; Genealogy; Environmental education; Care; Cuidado; Comitê de Bacia Hidrográfica; Formação; Genealogia; Bacias hidrográficas - Política governamental; Recursos hídricos - Política governamental; Educação ambiental; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/2341

It is the water sheds committees' duty, as defined in the National and State Water Resources Policy, the management of water resources in the sheds' coverage area. For so, the Law also stated the main necessary instruments to the materialization of that management, that being: the water resources' plans, the framework, the charging, the permit and the informations system. Formed by equal number of representatives of the organized civil society, executive power and users, the committee is elected for one mandate that can vary to two or four years in Espírito Santo's State, and it acts in a highly complex environment, once the instruments are not consolidated. What knowledge does the committee, as a community, need in order to handle that management? What knowledge do its members bring to that shared and participative management? The research made with the Watershed Committee of Rio Guandu, through a dynamic participation of the committee, a conversation with its members and the documental analysis, sought the composition of a map, in which the cartography takes the future and the present time into account, essentially. From an understanding of knowledge as genealogy, as suggested by Foucault, it suggests "the coupling of scholar knowledge and local memories, coupling that allows the constitution of a knowledge of fights and the utilization of that knowledge in current tactics." In that manner, Environmental Education is the power to this "water parliament's" formation, once it defends "the appreciation of local knowledge, uncontinuous, disqualified, unlegitimate, as legitimate knowledge - and in development - as the scientifical knowledge", as Tristão points out.