Educação Ambiental em espaço escolar multicultural em São Gabriel da Cachoeira, AM

Abstract

The municipality of São Gabriel da Cachoeira, located in the Upper no Rio Negro, has an estimated population of 44,816 people, according to the IBGE. The population composition is formed by 90% of indigenous and 10% non-indigenous, a situation that stands out as the largest municipality with indigenous predominance in Brazil. Such proportionality is also present in the school, a fact that deserves attention due to the bias of multicultural studies, as is the reality at Dom João Marchesi State School. In this school, the teachers and students are indigenous of several ethnic groups of Rio Negro, its tributaries, and sub-tributaries. Indigenous people live with non-indigenous people born in São Gabriel and other Brazilian states, usually children of military men whose parents are assigned to provide services. Children and young people from neighboring countries such as Peru and Colombia. It is therefore a cultural plurality space. The school has the challenge of working a curriculum in favor of the formation of identities open to this cultural plurality, in a perspective of education for citizenship, for peace, for ethics in interpersonal relations, for the critique of social and cultural inequalities, since the diverse cultures in contemporary societies refer us to the term “multiculturalism”, which is represented by the presence of diverse peoples, including traditional communities. This research aims to reflect on the relationship between Environmental Education and Multiculturalism, to contribute to the teaching of Environmental Sciences at Dom João Marchesi State School. The specific objectives were thus defined to understand the importance of Environmental Education in a multicultural school, to identify perception about Environmental conservation in the school environment, locus of the research, and to propose Environmental Education for a multicultural school space, through a methodological guide with didactic instrument. This is a descriptive and explanatory study with a qualitative approach. It will collect data from school documents such as the Pedagogical Political Project (PPP), the teaching, class, and school action plans and the General Regiment of the state schools of Amazonas. In the field interviews were conducted, direct observation, and questionnaires were applied to high school teachers and students. As a contribution to this work, a methodological guide for Environmental Education for teaching in Environmental Sciences in multicultural schools was developed based on the perceptions and pedagogical practices on the will be adopted to identify the pedagogical practices of teachers and students in a participatory and collaborative way, to be used as didactic material and facilitating instrument in the teaching-learning process at school. The school environment is considered a privileged space for the development of environmental education, but a transformation of the pedagogical practices that exist today is necessary.