Fontes do imaginário e da educação ambiental : cartografia e justiça climática nas águas e sentidos das mulheres pantaneiras, quilombolas e mariscadoras

Abstract

This thesis is the result of a phenomenological research in Environmental Education, involving three identities of women: the pantaneiras of Joselândia, in the municipality of Barão de Melgaço, MT, because it is a region that lives through the flow of fresh water; 2) the quilombolas of Mutuca, in the municipality of Nossa Senhora do Livramento, MT, in the cerrado of the drought with transition to the Pantanal; and, 3) the shellfishers from some of the maritime points in the region of Galicia, Spain. They are territories whose inhabitants are strongly interrelated with the environment and, with this, we construct our research, accepting the premise that the climate changes are already felt in our daily life and that the human being has direct or indirect influence on the planetary changes. Thus, we seek to understand the processes of environmental injustices that aggravate the consequences of climate change in the daily life of women in traditional communities (Brazil and Spain), mainly in relation to the water, aiming bases for reflection on the construction of Environmental Education allied to Climate Justice. We believe that the organic knowledge and perceptions of these women can contribute to the construction of an Environmental Education allied to the principles of the International Network of Climate Justice. The methodology is accompanied by the tactics of Cartography of the Imaginary of Michèle Sato anchored in Gaston Bachelard and in the metaphor of the four elements: Water, Earth, Fire, and Air. Climate change appears in narratives as an unknown phenomenon, despite its consequences are perceived. We understand that even before the climatic phenomenon was widely publicized, women were already facing atmospheric conflicts, especially those related to the use and access to water, because they live in low economic and social conditions, in situations of vulnerability and climatic injustices. The narratives also point out that many of the problems are linked to sexist biases, which could worsen with the consequences of climate change for such women. We believe that Environmental Education is a pedagogical proposal that can accommodate the diversity of meanings of gender relations and the natural environment to the construction of public policies. A policy that respects cultural, ecological and immaterial complexities, accepting the imaginary and the construction of the senses for all, and in this thesis in particular, with the inclusion of women more fairly.