As contribuições do povo Xokó no processo de ressignificação socioambiental dos corpos hídricos

• Ano de defesa: 2021
• Autor(a) principal: Jesus, Vivianne Silva de
• Orientador(a): Santos, Núbia Dias dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Mestrado Profissional em Ciências Ambientais
• Palavras-chave em Português: Ciências ambientais; Xokó; Educação ambiental; Indígenas; Ressignificação; Rio São Francisco; Corpos hídricos
• Palavras-chave em Inglês: Indigenous; Resignification; São Francisco River; Water bodies
• Área do conhecimento CNPq: OUTROS
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/16676

Environmental Sciences are based on studies on the relationship of human beings with the environment, its consequences and the search for mitigating actions and/or solutions to the problem of unrestrained consumption of environmental goods, and the deterioration of human relations. Within this perspective, Critical Environmental Education and the teaching of Indigenous History and Culture, as well as their socio-environmental contributions, become the basis of this research. The approach to indigenous peoples ensures knowledge about indigenous peoples, communities, their histories, cultures and traditions and it is through such recognition that teachers and students are expected to identify more harmonious ways of relating to the environment, and that from their previous knowledge and was achieved during the entire teaching-learning process, they build their own concept of place, belonging, as well as the identification of the importance of a community of native peoples. The lack of appropriate pedagogical support material leads to the continuation of many stereotypes about indigenous communities and the development of pedagogical projects that deal with and/or are based on Critical Environmental Education. Seeking to contribute to the minimization of this problem, the objective of our work is the development of a proposed methodology for the Teaching of Environmental Sciences based on the pedagogy of projects that aim at the socioenvironmental redefinition of a water body based on the contributions of the Xokó people. To achieve our main objective, a historical resumption of the indigenous peoples of Brazil, the (re)knowledge of the Xokó people, and their way of life, which is based on Bien-Vivir, is carried out with the aim of (re)valuing knowledge of the original peoples. Through a historical retake and the analysis of its consequences, it seeks to understand which factors led to the rupture between human beings and nature. In the analysis of this rupture, we use water as an interdisciplinary teaching element, so that its importance is perceived by the participants, providing paths for a socio-environmental redefinition of water bodies based on the relationship between the Xokó and the São Francisco River. Identifying the São Francisco River as a water body and not just a resource is essential in the redefinition of this environmental good, we take as a basis Capra's (2006) ecological literacy, which defends the idea of a sense of place based on the affinity with the nature and that this must be worked on to raise the awareness of the student and also the teacher in the search for a redefinition of paradigms.