Educação ambiental no âmbito da escola diferenciada da Terra Indígena Lagoa da Encantada, Aquiraz / Ceará

Abstract

Based on the perception of the problem patterns on going in the Indian Land (IL) Lagoa da Encantada (Aquiraz, Ceará) inhabited by the ethnic group Jenipapo Kanindé and on the consideration of the differential schools of Jenipapo Kanindé people as representative of the community, two hypotheses were proposed: the conceptions and approaches involving Environmental Education (EE) by the school educators are being conveyed in a manner out of context from the local reality; the concepts and practices regarding EE developed in the school do not present EE in its critical perspective. The main goal of this study was to analyze how the field of EE in the context of the afore mentioned school is built in order to contribute to the ethnic group’s welfare. The employed method was of the Phases of Planning and Environmental Management by Rodrigues and Silva (2013). The present work is quali-quantitative; which can be, regarding its methods, classified as bibliographical/documental and survey, and, in relation to its aims, as exploratory/descriptive, based on the analysis of primary and secundary data. The primary data was acquired through field observation as well as semi-structured interviews with 21 people, including teachers and school managers, aside from key members of the community; regarding the secondary, by means of bibliograhical and documental research. Based on the information related to the conceptualization of EE and environment by the respondents; in the local problems and in the ethnic group’s posture in face of those problems; in the characterization of classes involving EE; and in the themes mentioned by the faculty, who maintained that the school’s books talk about EE, we realized that EE has been taught in a way contextualized with the local reality. However, the concepts and practices involving EE in the scope of the differentiated school encompass EE in its critical perspective only slightly. Finally, based on these perceptions, the purposes of the projects were elaborated with the objective of reconciling the ideas of the interviewees about EE practices to the limits and possibilities of the indigenous school in line with the precepts of EE in his critical perspective.