Educação ambiental campesina : do diálogo de saberes à semeadura de projetos ambientais escolares comunitários

• Ano de defesa: 2016
• Autor(a) principal: Ferreira, Edilaine Maria Mendes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educação ambiental campesina; Processo formativo; Escolas sustentáveis; Projetos ambientais escolares comunitários; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Rural environmental education; Formative process; Sustainable Schools and Environmental; Communitarian School Projects
• Link de acesso: http://ri.ufmt.br/handle/1/1983

With the intentionality of talking and thinking about Sustainable Societies about the different social extents and creating tactics of confrontation to the climatic changes, the Researcher Group in Environmental Education, Communication and Art (GPEA) of the Federal University of Mato Grosso (UFMT), has collectively woven the formative process “Sustainable Schools and COM-VIDA in the Pantanal Wetlands of Mato Grosso, Brasil” in conjunction with the State School Teacher Maria Silvino Peixoto de Moura and the pantanal community of São Pedro de Joselândia, municipal district of Barão de Melgaço, Mato Grosso, Brazil. This inquiry aims to understand how this process of collective and collaborative learning, woven through the Freirean dialog between the university, the school and the field community. Our search went through at methodological trajectory of qualitative character grounded in sociopoetic. The choice of sociopoetic was since we understand that the formative process was cooperatively built and, also, in various moments of the investigation, we count on the co-investigators collaboration. So, besides the scientific rationality, our inquiry accepted also feelings, as subjectivity and affectivity, in the knowledge construction. We showed that the formative activities, of this process, had beginning in the year of 2013, finishing in 2014. The whole texture, since the calendar proposal, the definition of the moments of study and practical: collective and/or individual, the themes to be articulated, the definition of the environmental project were built through the dialogicity. The theoretical grounding left from themes of the local context, using support materials on sustainable schools and COM-VIDA, woven with concepts of environmental education, of the field and popularly. The culmination of the formative process was with the construction and introduction of four Environmental Communitarian School Projects (PAEC) in the school environment: the Ecocasa Tradicional, the Cortina Verde, the Telhado Verde and the Ecofiltro. All with perspectives of low cost and low environmental impact, with the proposal of increase the school-community articulation and contributes for the transformation of the school to sustainable educator space or with sustainability criteria. The effectuation of the PAEC, promoted by the collective and collaborative participation of the school community, allowed us to perceive how much that talked reflection, with notes for a phenomenological curriculum, promotes the construction and reconstruction of autoknowledge spaces (I), of the social relation of alterity (OTHER) and respect to the inhabited place (WORLD).