Conflitos ambientais e currículo : reflexões de um processo formativo escolar comunitário

Abstract

This research sought to identify the main socioenvironmental conflicts and injustices experienced by the inhabitants of the Quilombola Community Nossa Senhora Aparecida do Chumbo, municipality of Poconé, Mato Grosso. It also pursued to understand how the educators of the Municipal School Nossa Senhora Aparecida work in the context of these socioenvironmental conflicts, their relationship with the curriculum and the educational practices. The community has been facing various external and internal problems generated by the expansion of agribusiness in the region. With a qualitative approach, the methodological proposals used were the Social Map and Sociopoetics. The Social Map is a participatory methodology that, through the self-referrals of the social groups involved in the research, offers possibilities to map identities, territories, cultures, conflicts, resistance tactics and other aspects. The research in the school had as a methodological inspiration the sociopoetic one, that proposes collective activities in the production of the knowledge, in which all the members constitute as coresearchers, recognizing all forms of knowledge, popular or academic, and that leaves the idea of an independent researcher to favor the formation of a researcher group. Our research subjects were the school educators and the community residents. The main socioenvironmental impacts/conflicts mapped were: abusive use of agrochemicals, deforestation, land disputes, water disputes and fires. These have been provoked by the destructive obstinacy of predatory economic action, which alters the community's way of life and results in socioenvironmental conflicts leading residents to suffer from environmental injustices. With this research, it was possible to perceive that despite all the intimidation and threats that the community experiences, in its own way, it has sought to resist by strengthening and enhancing its culture and identity. The school plays an important role in this process, because even though it has a curriculum in the shape of urban schools, educators seek through educational projects to develop activities that strengthen resistance and environmental preservation, in the perspective of build a curriculum that meets the reality lived by the community, recognizing its history, culture and struggles. It is hoped that the mapping carried out with, by and for the community can enhance the social identity of the groups and support the educators to organize educational possibilities that will help in the confrontation of conflicts, environmental, climatic and injustices, in the perspective of strengthening the struggle and resistance of this community, based on social and environmental commitment for the protection of life in the Cerrado of the Pantanal.