Comunidade, educação e meio ambiente : um estudo de caso na comunidade de São Miguel do Flexal, Pracuúba, Amapá, Brasil

Abstract

The present research focuses on the central role of the understanding of São Miguel do Flexal community‟s conditions and life experiences, as well as their influence on the alteration or conservation of the environment, and also on the science education that the local school has being developing. This study intends to carry out an intense exercise of reflection about the educational and socioeconomic conditions present in this region, as well as on the relationship between community and nature, characterized by their singularities: location and their social, cultural, environmental and economic aspects. In this sense, it was questioned in which terms the São Miguel do Flexal / Pracuúba / AP community‟s conditions and shared life experiences have been influencing on the alteration or conservation of the environment, as well as if the local school has being teaching science education. The methodological base was the Narrative Research, carried out through the Discursive Textual Analysis, considering the need to present a singular and interpretative look at these phenomena that have been happenning in the place. A set of worries, anxieties and knowledge of the informants‟ perceptions and my interpretations throughout the history of this population, concerning the need of natural resources still present in the life of the residentes – taking to the fact that the absence of public policies of the most diverse orders, the necessity for local man's survival and the action of external agents in the exploration and trade of what is taken from nature – contribute decisively to the alteration of the landscape and the disappearance of species of local fauna and flora. Knowledge of the innate cycles, plants, animals and natural and supernatural beings, that effectively inhabit the community, are some of the knowledge present in the daily life of those who live in this ambience, indispensable to the construction of an environmental pedagogical proposal, which values traditional knowledge through the teaching of science that the local school develops.