Gestão integrada de recursos hídricos: que educação ambiental queremos?

Abstract

Communities that are in a situation of environmental vulnerability face substantial challenges related to basic sanitation and the availability and supply of drinking water. Furthermore, these communities are less resilient to water crises, which tend to increase as a result of changes in rainfall patterns, because of the climate crisis. The situation is worsened by the presence of pollution and contamination. This scenario is that of many communities in the country and in Latin America, where the population often grows at higher rates than in other areas of cities. The thesis is part of the research line "Social Construction of the Environment", of the Interdisciplinary Program in the Environment (PPGMA/UERJ), which encompasses studies and theoretical reflections that cover the area of applied social and human sciences. The research adopts a theoretical framework, anchored in the ideas of Enrique Leff, whose theories in the area of political ecology and the dialogue between different knowledge underlie the search for social justice in an environmental context. Furthermore, the incorporation of relevant conceptual theories from Latour, Deleuze and Guatari, Laclau and Mouffe. At this juncture, the research took as its object of study the location of Campos Elíseos in Baixada Fluminense, in the State of Rio de Janeiro. The local landscape illustrates and is representative of the issues addressed in the research. Analysis of this area reveals the need for a careful and strategic approach to mitigate the persistent environmental injustices present in these locations. The justification lies in the fact that gaps in sanitation services constitute a multifaceted problem that transcends political, social and cultural barriers, significantly impacting communities that face socio-environmental vulnerabilities. The perception of a sample of 100 social actors, which include residents, educators and students of Campos Elíseos, regarding the water crisis was analyzed, as well as the influence of Environmental Education on projects that aim to achieve the goals of SDG 6 of the 2030 Agenda of the UN. The methodology used involves the application of Likert Scale questionnaires, whose instrument model was validated through the Cronbach's Alpha test, based on standardized items, reaching an acceptable consistency of 0.727. The research results highlighted a weakness in the environmental perception of the subjects in the studied community, pointing to limited knowledge of the socio-environmental complexities present in the region. The developments of the thesis highlight the importance of Environmental Education as a tool for empowerment and awareness, with transformative potential in the ability to face the challenges imposed in areas of vulnerability due to gaps in basic sanitation services, including water supply, for which the Brazil has better service indicators than for other services. The research contributes to a more comprehensive vision for achieving the SDGs, especially SDG 6 (drinking water and sanitation), providing a critical and analytical look at the perception of socio-environmental issues. Keeping the necessary specificities, the research results have the potential to be applied to other places of socio-environmental and economic vulnerability in Brazil and Latin America.