Responsabilidade socioambiental no contexto do município de São Gonçalo (RJ): uma estratégia para a conservação da natureza

Abstract

The formation of a new ethics related to the environment is one of the principles of environmental education (EE) in the conception of transformative citizenship practices, taking into account community social relations that place humanity as an integral part of nature and, consequently, responsible for she. From the moment EA became part of school teaching, it gained a greater dimension when this strategy was added to educommunication actions. This made it possible to cross-cut these two areas and originating the term environmental or socio- environmental educommunication. As a theme, this study combines environmental education and scientific dissemination to bring academic knowledge about biodiversity closer to society. In this way, demonstrating the importance of conserving it. The research was carried out in a school in the municipality of São Gonçalo (RJ), the Instituto de Educação Clélia Nanci (IECN). This is an exploratory, documentary and descriptive study, analyzed with a qualitative approach to the data. The objective was to identify how students at this school perceive the importance of socio-environmental responsibility (RSA) and how this topic relates to the SDOs of UN. It also sought to promote the RSA by students in the school community and its surroundings, identifying the importance of conserving nature and its biodiversity. The research data was collected and evaluated at three different times, the activities being: i) debate with students, ii) questionnaire and iii) construction of an infographic. The results obtained in the debate, in the open and closed questions of the questionnaire and in the construction stages of the infographics were analyzed and discussed in different answer blocks. The students participating in the research created environmental educommunication material, associating the SDOs of UN with the socio-environmental reality of the municipality where they live. The presentation of the infographic produced for the school community will be made available on the internet in the form of an e-book. The role of EA projects in deconstructing sociocultural prejudices about the humanity-nature relationship and how important it is to conserve the environment was also discussed. Furthermore, environmental education activities showed that the use of the SDGs contributes to boosting debates that discuss concerns about how urgent and necessary it is for more projects on this topic to be carried out. The awareness that allows us to demand environmental justice in peripheral environments such as the municipality of Sao Gonçalo, where a neglected and marginalized poor population lives and suffers from environmental racism. Educommunication comes as a strategy to mitigate the harmful effects of the lack of knowledge regarding the precarious environmental situation experienced so close to the school community and where these students live. The awakening begins locally to prepare for the consequences of human actions in relation to the planet and how everyone is responsible for the future well-being of all species that inhabit here. Environmental respect can and should be encouraged in the school environment, even if curricular reforms go in the opposite direction. The Socio-Environmental Responsibility discipline is an example of this.