A rosa dos ventos da educação ambiental: andanças e travessia reflexiva pelos lugares de educação ambiental na Universidade Federal do Ceará

Abstract

I drew this work by improving drafts and ways of studying places of environmental education at the Federal University of Ceará (UFC) from the desire to know different experiences with this bias and the contributions that resonate in and through this university. As questions generating the research I was guided in knowing what the UFC's environmental education experiences are, since environmental education is a field of action marked by the multiplicity of notions, practices and political tensions, forming polysemic conceptions and forms.In this sense, embodying dialogic principles (Freire, 1986, 1987, 1989, 1992) and decolonializing in science (MIGNOLO, 2008, QUIJANO, 2005; SANTOS, 2006; WALSH, 2008), I decided on the experience of a fieldwork in which research method unfold as a methodological journey, experiencing walking through the identified places and consolidating moments of individual interviews, conversation, experience in the researched experience, observations and conversations. In this way, I mapped several places of UFC environmental education and established dialogical approaches with the members of their respective experiences (university students, employees and professors). The itinerary has helped to emphasize the spaces of the UFC that produce important environmental education contributions: the Didactic Borboletary, the DGA, the GEAD, the GEPPe, the Lageplan, the LOCUS, the Nucleus TRAMAS, the NuVENS, the PET biology and its GEEDUCA, the PET Connections of Environmental Engineering, PIBID EA, Procen, Progepa, Progere, the Mangue Vivo Program, the Açude Vivo Project and its Casa Verde, and Verde Luz. After analysis and reflection of this process, more that the map of places of environmental education in the UFC brings as a result a cartography of the environmental education of the university, since the experiences that derive from these places produce diverse notions of environmental education that converge and evoke four major thematic directions: 1) education environmental management; 2) environmental education as an educational project; 3) environmental education in the face of environmental problems and conflicts; and, 4) environmental education in living practices and activities. It is important to consider that the concrete and diverse ways of carrying out environmental education in and out of the university indicate the importance of dialogue and the delineation of an ecology of knowledge with and between these places as a way of delineating potent contributions to the field of environmental education.