Conflitos socioambientais e seus reflexos nas práticas pedagógicas escolares - o caso da Ilha da Madeira, Itaguaí/RJ

Abstract

Noting the current environmental crisis, one realizes that new ways of handling the environmental and social problems are to be elaborated for a better condition of planetary life. Crisis is related to the hegemonic way of life, whose focus turns to the production and accumulation of wealth. In this context, it is justified the choice of research subjects from the Social and Environmental Conflicts waged between actors with diverging interests, of a particular region. The empirical field for the realization of this work is the locality of Madeira Island, a district situated in Itaguaí city, the Costa Verde region of the city of Rio de Janeiro. The district has a history of arrival of several businesses that generated strong impacts on the social dynamics of the region and serious environmental problems. The community, who has lived essentially by fishing, were highly modified, and they started living upon tourism and as labor to industries that have settled there. To understand the reality around them, we have started with the observation of the students training in the region at the only existing school in the district, which comprises the elementary education provided to children in the community. Do environmental conflicts experienced by the community appear in the school routine? Do these problems help in the formation of critical subjects within this community? These were questions that conducted the research in order to understand how this flagrant picture of conflict is reflected in the teaching practices, formers of young people in the region. After the documental research, in which it is perceived the history of conflicts waged, Elmo Baptist Coelho School was the point of analysis. Four school teachers were interviewed in order to discern in their speeches the incorporation of environmental issues and the Environmental Education in the praxis performed. It was used as an analytical methodology the TDA (Textual Analysis Discourse), so that the speeches could be treated in order to understand what the trends of these practices were. This made possible to reveal the conception of social and environmental issues in teaching practice in order to understand how they can contribute to the formation of critical and reflective learners in the overall social and environmental contradictions.