Educação ambiental crítica e artes visuais na escola pública: uma proposta reflexiva e emancipatória

Abstract

Despite the history of struggles around environmental issues, humanity today is experiencing such exacerbated environmental degradation that we say that we face a socio-environmental crisis, as it affects various areas of life. The portion of the population that is in a situation of social vulnerability is the one that suffers the most from the consequences of this crisis, as is the case of the students participating in this project. Facing this crisis involves formal education, which covers most of the school-age population, and in this sense, the implementation of Environmental Education is an alternative to change this paradigm. However, for a real transformation, a more reflexive and emancipatory collective action is necessary, and in this case Critical Environmental Education presents this bias. This project will be carried out at Escola Estadual Dr. Alfredo Backer from the municipality of Duque de Caxias/RJ, located on the outskirts of the said municipality, where socio-environmental exclusion is notorious, but the students themselves are oblivious to this reality. The work will seek to immerse this portion of students in their reality of exclusion and environmental racism, with the aim of making them active and conscious citizens in the search for change. For this, through investigative teaching aligned with the action-research methodology, students will be encouraged to be protagonists in the analysis of their socio-environmental realities, where they will determine the environmental problems that surround them and collect data to be discussed in class, and from their investigations, will propose collective actions aimed at overcoming or minimizing the conditions in which they live. The work process includes, through the use of visual arts, the production of promotional materials. As a product, it will be proposed the creation of social network profiles to publicize the work and encourage a continuous debate on the EAC in the school and in the surrounding region. The objectives were considered achieved, the presentations showed an understanding of the socio-environmental exclusion they experience and the importance of the collective struggle for real changes. The solution proposals for the groups' questions were considered adequate (12 proposals), partially adequate (2) and inadequate (1), as a key point of the work and given the number of proposals in accordance with the assumptions of Critical Environmental Education sought in the project, demonstrate that the work obtained a very satisfactory positive result.