Um lugar chamado Palmas: saberes de educação ambiental crítico-transformadora emergentes de narrativas de movimentos sociais

Abstract

In this dissertation we seek to understand how the Critical - Transformative Environmental Education (CTE) is shown in the narratives of members of two social movements in the rural district of Palmas, region of Bagé - RS. These movements are called: Agrupa (Association for the greatness and union of Palmas) and UPP - Camaquã (Union for the preservation of the Camaquã River). In seeking theoretical subsidies, we describe the process of the evolution of EA, in which we adopt new perspectives from Layrargues and Lima (2014) to the political-pedagogical macro-tendencies: conservationist, pragmatic and critical. From the works of (TORRES, 2010; 2018; TORRES; FERRARI; MAESTRELLI, 2014); (OLIVEIRA, 2020), we explicit possible conceptions and theoretical-methodological articulations from the assumptions of Critical Theory that contribute to the construction of Critical Environmental Education in the light of transformative praxis. Thinking about the methodological path, we used narrative/qualitative research (CLANDININ; CONNELLY, 2015), in which in narrative interviews (JOVCHELOVITCH; BAUER 2002), we show possibilities of analysis, discussion and interpretation from the sampling by "Snowball" (ALBUQUERQUE, 2009). As an analytical result, some categories emerged in view of the proposed objectives. We identified in the local media of the Campanha region, the MS that could be involved with environmental issues, in a way, we consider a silencing of some news and some proximities with the field of EA. We note the articulation of the MS Agrupa and UPP - Camaquã, among themselves and with the community of Palmas, corroborating practices that pointed to the awareness and transformation of the political, emancipatory, dialogical and social dimension. For all these aspects, we believe that significant themes are important to broaden the understanding of the local reality. We also argue that the knowledge emerging from the narratives (being in community, collectivity, belonging, etc.), take on a global dimension, since they instrumentalize the subjects to consciously intervene in reality. In the last chapter, we approach this knowledge to the formal context, in which the significant themes recognized by the MS are potentialities to work on socio-environmental issues and contradictions in the classroom from the moments of thematic investigation. In view of what has been discussed and shown, we argue that the educational processes guided by the MS are possibilities to make a critical diagnosis of reality. In future research, we consider seeking a study on the theoretical articulations of the 4th and 5th moment, signaled by Oliveira (2020), which corresponds to the prognosis and transformative action of the concrete reality, linked to the emerging knowledge of the MS to the school context.