Educação Ambiental Multirreferencial no Baixo Roger cultura, ativismo e subjetivação

Abstract

At the center stage of a social performance, where trash forms the backdrop, scenes repeat themselves. Characters are positioned in historically marked, defined, and planned places for supporting roles. The choreography adjusts to reaffirm what is already in place: a script of positions prefabricated by biopower. By focusing on this movement, this study highlighted educational actions and reactions of residents of Baixo Roger, a neighborhood in João Pessoa, Paraíba, that confront these impositions of power. Situated within the field of Environmental Education, this research engaged with post-critical conceptions of Cultural Studies in Education, taking as its object the representations of Environmental Education in Baixo Roger. The research question was: how do practices of social resistance become visible in the daily life of Baixo Roger, and how can they be understood as situated forms of Environmental Education? Here, I problematized the cultural, educational, political, economic, and environmental relationships that can underpin the critical awareness necessary for the promotion of social and environmental justice. Contributing to the understanding of this scenario, I presented the concept of Multireferential Environmental Education, bringing sensitivity to the relationship between theory and community-based territorial practice. The general objective was to analyze the constitution of Environmental Education in Baixo Roger as a practice of re-existence and production of socio-environmental subjectivities. Methodologically, I guided this research through Post-Modern Ethnography, articulating observations, narrative interviews, and the collection of documentary records. In the analytical process, I used five categories of analysis: When the environment becomes life in the territory, Learning by living: environmental educations that do not ask permission, Subjectivizing oneself environmentally between urgencies and affections, Caring under government: environmental moralities in circulation, and Re-existing environmentally: multireferential inventions. This study achieved results that demonstrated the relevance of social articulation movements, which constitute Multireferential Environmental Education, for the strengthening of a counter-scene. In conclusion, this study demonstrated that Environmental Education is constituted in the territory as a cultural practice, activism, and process of subjectivation, produced in multi-referential networks that articulate culture, memory, spirituality, struggle, and modes of survival.