Justiça ambiental e Geografia: uma análise crítica da questão ambiental no ensino básico

Abstract

A science that sets out to study and explain the relationship between society and nature as one of its core objectives does not face an easy task. The boundary between what is natural and what is constructed by human activity is becoming increasingly blurred. In order for Geography to maintain coherence in its research amid the complexity of elements influencing the study of the relationship between society and nature, the geographical sciences must consistently rely on methodological frameworks that take into account both the knowledge accumulated throughout its historical trajectory and the insights emerging in contemporary academic discourse. In this context, the present research reflects on contemporary environmental issues, considering that the environmental landscape is shaped by inequalities, which are also manifested in the diverse uses of natural elements. The primary aim of the study is to analyze how environmental issue is approached in geographic education within Basic Education, specifically examining how — and if — such initiatives reflect environmental injustices and contribute to the construction of a more environmentally just society. To achieve this, the study outlines specific objectives aim to contribute to the theoretical-conceptual discussion in the debate on environmental justice; to reflect on methodological paths for developing an integrated approach in the process of understanding the unequal distribution of environmental burdens, which produce territories of risk and vulnerability; and finally, to identify approaches to the environmental issue in geographic education, focusing on workshops held in the country whose themes reflect on inequalities and environmental risks, using the proceedings of nationally recognized academic events. The core of this research is theoretical-conceptual, and its primary methodological procedure is the qualitative collection of information through bibliographic analysis of academic event proceedings. Events were selected based on thematic relevance, prioritizing teaching-related themes in Physical Geography events, or themes specifically focused on Physical Geography, Environmental Education, and Risk Education within Geography Education conferences. The selection was also guided by the availability of event proceedings within the desired time frame, from 2012 to 2025, with 2012 marking the implementation of Brazil’s National Policy for Civil Protection and Defense (Law 12.608/12). Based on these criteria, the study was developed using proceedings from the Simpósio Nacional de Geomorfologia (SINAGEO) and the Encontro Nacional de Ensino em Geografia (Fala Professor(a)!). Following a detailed analysis of workshop reports in which environmental issues were central, it was observed that the term "environmental injustice" was rarely used explicitly in Geography, even though many environmental projects in the field assign a certain centrality to environmental inequalities. Thus, the topic is intrinsically present.