Interações discursivas com estudantes em uma prática de educação ambiental: a questão agrária em possibilidades de decolonização de saberes
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2021-11-25
Autores
Fraga, Lisiane Abruzzi de
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Universidade Estadual Paulista (Unesp)
Resumo
A importância de processos educativos que abordem a questão agrária e os problemas socioambientais é evidente no momento político que estamos vivendo no Brasil, no qual ocorre intensificação das propagandas do agronegócio nas mídias, ocultando os problemas socioambientais. Enfatizamos ser responsabilidade dos(as) educadores(as) a democratização dos conhecimentos acerca dos conflitos socioambientais e da existência de outros modos de produção (de alimentos e de culturas) em nossas sociedades. Consideramos que o acesso aos conhecimentos acerca da multiplicidade de nossos modos de produção e de como afetam o ambiente e as pessoas que compartilham a vida neste planeta, não ocultando os conflitos socioambientais, pode potencializar a criação de sociedades socioambientalmente justas. Esta pesquisa teve como objetivo contribuir para compreensão desses processos educativos no campo da Educação Ambiental. Para isso, analisamos as interações discursivas durante uma prática educativa vivenciada junto a estudantes da educação básica (anos finais do Ensino Fundamental II e primeiro ano do Ensino Médio) em três escolas públicas do interior de São Paulo (uma rural, uma de assentamento rural e uma urbana). Para construção das atividades, selecionamos assuntos veiculados pelas mídias relativos à questão agrária ligados a problemas socioambientais. A partir desses pontos temáticos, utilizando como referenciais as propostas de teatro-ação de Augusto Boal, os trabalhos de Paulo Freire e as dimensões da Educação Ambiental elaboradas por Luiz Marcelo de Carvalho, construímos atividades de produção de dramatizações, de desenhos/imagens e de roteiros coletivos nos quais os(as) estudantes experimentaram, através dos(as) personagens, diferentes papéis sociais em situações envolvendo problemas socioambientais. Objetivamos, com isso, compreender junto aos(às) estudantes, a partir de análises das interações discursivas, as possibilidades e os limites de ação das pessoas visando o “bem viver” coletivo (na perspectiva do pensamento decolonial), constituindo uma pesquisa-ação-participante. Nossas análises, utilizando como referenciais textos escritos pelo círculo de Bakhtin e Norman Fairclough, apontam que, diferente do ocorrido nas escolas rurais, nos discursos dos(as) estudantes da escola urbana e nos nossos (falas da professora/pesquisadora) são atribuídas maiores possibilidades de ação às pessoas com maior grau de escolaridade. Além desse aspecto da colonização dos discursos, observamos outros que atravessam nossos modos de pensar e de ser, sustentando relações de poder que limitam os diálogos de saberes e as possibilidades de ações políticas transformadoras. Contudo, são perceptíveis transformações nos discursos dos(as) estudantes e nos nossos quando os pensamentos experienciados concretamente no teatro-ação são testados socialmente por nós no mundo da vida. Isso pode contribuir para a superação de visões subjetivistas e deterministas ou para a democratização dos conhecimentos/saberes através da movimentação de discursos entre os gêneros cotidianos e as formações discursivas estáveis, favorecendo processos de transformação social com vistas ao “bem viver” coletivo.
The importance of educational processes that address the agrarian issue and socioenvironmental problems is evident in the political moment that we are living in Brazil, in which agribusiness advertisements in the media are intensifying, hiding those problems. It is important to emphasize that it is responsibility of educators to democratize knowledge about socioenvironmental conflicts and the existence of other modes of production (food and crops) in our societies. We believe that access to knowledge about the multiplicity of our modes of production and how they affect the environment and the people who share life on this planet, which does not hide the socio-environmental conflicts, can enhance the creation of societies that are socio-environmentally fair. This research aims to contribute to the understanding of educational processes in the field of Environmental Education. Thereunto, we analyzed the discursive interactions during an educational practice experience with students of Educação Básica (final years of Ensino Fundamental II and first year of Ensino Médio) in three public schools in the interior of São Paulo (one rural, one in a rural settlement and one urban). For the development of the practices, we selected subjects related to the agrarian issue that are frequently published by the media. From these themes, using as references the theater-action proposals of Augusto Boal, the works of Paulo Freire and the dimensions of Environmental Education designed by Luiz Marcelo De Carvalho, we developed activities of production of dramatizations, drawings/images and collective scripts in which students experienced, through the characters, different social roles in situations involving socio-environmental problems. We aim to understand together with students, from analysis of discursive interactions, the possibilities and limits of action of people aiming at the collective "well living"(from the perspective of decolonial thought), constituting an action-participant survey. Using Bakhtin and Norman Fairclough's circle as references, our analyzes indicate that greater possibilities of action are attributed to people with a higher level of education in the discourses of urban school students and in ours (teacher/researcher's speech), unlike what happens in schools rural. In addition to the aspect of the colonization of discourses, we observe other points that influence our ways of thinking and being, sustaining power relations that limit the dialogues about knowledge and the possibilities of transformative political actions. However, there are noticeable changes in the discourses of the students and in our own when the thoughts concretely experienced in the theater-action are socially tested by us in the world of life. It can contribute to overcoming subjectivist and deterministic views or to the democratization of knowledge through the movement of discourses between everyday genres and stable discursive formations, favoring processes of social transformation with a view to the collective “wellliving”.
The importance of educational processes that address the agrarian issue and socioenvironmental problems is evident in the political moment that we are living in Brazil, in which agribusiness advertisements in the media are intensifying, hiding those problems. It is important to emphasize that it is responsibility of educators to democratize knowledge about socioenvironmental conflicts and the existence of other modes of production (food and crops) in our societies. We believe that access to knowledge about the multiplicity of our modes of production and how they affect the environment and the people who share life on this planet, which does not hide the socio-environmental conflicts, can enhance the creation of societies that are socio-environmentally fair. This research aims to contribute to the understanding of educational processes in the field of Environmental Education. Thereunto, we analyzed the discursive interactions during an educational practice experience with students of Educação Básica (final years of Ensino Fundamental II and first year of Ensino Médio) in three public schools in the interior of São Paulo (one rural, one in a rural settlement and one urban). For the development of the practices, we selected subjects related to the agrarian issue that are frequently published by the media. From these themes, using as references the theater-action proposals of Augusto Boal, the works of Paulo Freire and the dimensions of Environmental Education designed by Luiz Marcelo De Carvalho, we developed activities of production of dramatizations, drawings/images and collective scripts in which students experienced, through the characters, different social roles in situations involving socio-environmental problems. We aim to understand together with students, from analysis of discursive interactions, the possibilities and limits of action of people aiming at the collective "well living"(from the perspective of decolonial thought), constituting an action-participant survey. Using Bakhtin and Norman Fairclough's circle as references, our analyzes indicate that greater possibilities of action are attributed to people with a higher level of education in the discourses of urban school students and in ours (teacher/researcher's speech), unlike what happens in schools rural. In addition to the aspect of the colonization of discourses, we observe other points that influence our ways of thinking and being, sustaining power relations that limit the dialogues about knowledge and the possibilities of transformative political actions. However, there are noticeable changes in the discourses of the students and in our own when the thoughts concretely experienced in the theater-action are socially tested by us in the world of life. It can contribute to overcoming subjectivist and deterministic views or to the democratization of knowledge through the movement of discourses between everyday genres and stable discursive formations, favoring processes of social transformation with a view to the collective “wellliving”.
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Palavras-chave
Educação ambiental, Questão agrária, Teatro-ação, Discursos, Pensamento decolonial, Environmental education, Agrarian issue, Theater-action, Discourses, Decolonial thought