https://ri.ufs.br/jspui/handle/riufs/9572 2026-09-07T06:18:41Z 2026-09-07T06:18:41Z Nascimento, Claudio dos Reis https://ri.ufs.br/jspui/handle/riufs/25976 2026-09-01T17:47:55Z 2026-06-08T00:00:00Z

Título: Trabalhadoras da pesca artesanal: agravos à saúde, vulnerabilidades socioambientais e implicações para o sistema único de saúde Autor(es): Nascimento, Claudio dos Reis

2026-06-08T00:00:00Z Santana, Patrícia Santos https://ri.ufs.br/jspui/handle/riufs/25971 2026-08-31T19:32:39Z 2026-04-28T00:00:00Z

Título: Paisagens, vozes e saberes socioambientais: uma análise dos impactos ambientais na Caatinga em Paripiranga-BA Autor(es): Santana, Patrícia Santos Abstract: The Caatinga is a biome characterized by its resilience, adapting to climatic and environmental adversities over time. However, the socio-spatial transformations resulting from agricultural expansion have compromised its existence, especially in areas where corn cultivation has grown intensely. The replacement of native vegetation with monocultures significantly modifies the landscape, altering ecological dynamics and directly impacting the social, environmental, and economic relations of the region. Given this scenario, the present research aimed to analyze the intense degradation of the Caatinga in the village of Pau de Colher, in the municipality of Paripiranga, Bahia, in areas where vegetation has been replaced by corn production, through the students' perspective on how they see themselves within the socio-spatial transformation process. Secondary objectives included: (i) identifying the damage caused by the devastation of the Caatinga through corn planting from the students' point of view; (ii) analyzing Environmental Education based on the relationships between the Sustainable Development Goals (SDGs) and the appreciation of the Caatinga. (iii) to construct a pedagogical catalog composed of images of the different landscapes present in the research area, promoting critical reflections on the environment as a space for living, learning, and producing criticalemancipatory knowledge, focusing on corn monoculture and its socio-environmental impacts on the Caatinga biome. The research was conducted using a qualitative approach, exploring the interactions between nature and society and the socio-environmental impacts observed in the region. Due to its applied nature, the study involved the participation of 5th-grade students from a local public school. Data collection was carried out through a Focus Group, where students could discuss and express their opinions about the landscape they see in the region and express their perceptions of environmental changes through drawings. In addition to the Focus Group, other methodological instruments were used, such as field notebooks and photographic records. The study highlighted the importance of having students as protagonists of change and aware of the entire process of spatial transformation and how this reflects in everyday consequences. The students, in their statements, offered critical perspectives on the changes they perceived, but did not actively participate in the process, remaining on the sidelines of everything that happens. Therefore, the didactic product is the result of the research, materialized as a pedagogical catalog. This catalog includes photographs that serve as a pedagogical tool for classroom use, as well as pedagogical strategies that increase students' commitment to caring for their own territory.

2026-04-28T00:00:00Z Souza, Thalita Wiquele de Jesus https://ri.ufs.br/jspui/handle/riufs/25962 2026-09-01T13:07:23Z 2026-05-29T00:00:00Z

Título: Água que (des)nutre: realidade hídrica no distrito Raspador, em Ribeira do Pombal/Bahia Autor(es): Souza, Thalita Wiquele de Jesus Abstract: The reproduction of life and socio-environmental integrity in the semi-arid region of Bahia are supported by the hydric metabolism between the populations and their territory, making access to surface and groundwater the foundation of their "inorganic body." In semi-arid regions, scarcity, although frequently naturalized as a climatic phenomenon, reveals itself to be a socially produced scarcity. In this context, water—an indispensable element for human dignity—is subordinated to the logic of the commodification of nature, which causes the obliteration of its use value in favor of commodification, deepening inequalities and territorial conflicts. High evaporation rates make artesian wells essential for human consumption, public health, and sustainable development. This thesis investigates the socio-metabolic disruption in the District of Raspador, located in the municipality of Ribeira do Amparo, Bahia, analyzing water quality, availability, and distribution mechanisms through the lens of water justice. The research uses the hypothetical-deductive method and a qualitative-quantitative approach, in addition to a literature and document review, contrasting technical-laboratory indicators with the community's subjective perception of the problem. The methodological procedures involve cartographic analysis and geoprocessing as tools to unveil the production of space, alongside semi-structured interviews and microbiological analyses conducted at both the well and the distribution network within the study area. The results confirm the hypothesis that access to drinking water in the Raspador District is marked by a severe fracture in the social metabolism, characterized by "manufactured uncertainties" regarding potability. Contamination by coliforms and Escherichia coli evidences a structural failure in sanitation and the protection of water sources, exposing the population to health risks and socio-environmental vulnerability. Furthermore, the precarious distribution, restricted to only once a week for 87% of the residents, constitutes a process of water enclosure, completely at odds with the water security standards and fundamental human rights established by the Ministry of Health and the National Water Resources Policy. This occurs while 67% of the community does not perform any domestic water disinfection treatment, even though only 11% of this community uses the well water for drinking. The investigation reveals that control over the well and the water remains captured by local political and economic interests, which limits community autonomy and mimics a simulacrum of social participation where the people are prevented from influencing the actual substance of their lives. In light of this, the urgency of Critical Environmental Education emerges as a praxis of resistance, aiming for the collective appropriation of knowledge so that the community can reject the external and bureaucratic control that treats it as a "sacrifice zone." Aligned with Sustainable Development Goal 6 (SDG 6: Clean Water and Sanitation), this thesis proposes, as an educational product, a community didactic-pedagogical booklet. This instrument aims to strengthen the community's territorial and scientific sovereignty, serving as a seed to germinate the awareness that social wealth and water security derive solely from organized labor in harmonic interaction with nature, restoring the command of use value over the territory.

2026-05-29T00:00:00Z Silva, Silvia Karina Falcão https://ri.ufs.br/jspui/handle/riufs/25961 2026-09-01T13:00:30Z 2026-06-26T00:00:00Z

Título: As plantas alimentícias não convencionais (PANCs): proposta de uma cartilha educativa para o ensino em escolas sustentáveis Autor(es): Silva, Silvia Karina Falcão Abstract: Environmental Education is an important tool for fostering critical individuals committed to sustainability, with schools serving as privileged spaces for the development of pedagogical practices that encourage reflection on socio-environmental issues. In this context, School Gardens and Unconventional Food Plants (UFPs) have the potential to integrate scientific knowledge, healthy eating, the appreciation of socio-biodiversity, and contextualized educational practices. This study aimed to analyze the contributions of pedagogical workshops on school gardens and UFPs to teacher education in Environmental Education and to develop an educational product intended for teachers of the early years of Elementary Education. The research adopted a qualitative approach, of an applied nature, with exploratory and descriptive objectives, and was conducted through bibliographic, documentary, and field research. Fifteen teachers from a municipal public school in Aracaju, Sergipe, Brazil, participated in the study, of whom thirteen completed the questionnaire administered after the pedagogical workshops. Data were collected through a structured questionnaire and records of the activities carried out, and were analyzed using an interpretative approach based on the principles of Critical Environmental Education. The findings showed that the workshops contributed to expanding the participants' knowledge of Unconventional Food Plants (UFPs), strengthening teacher education, fostering reflection on interdisciplinary pedagogical practices, and broadening their understanding of the potential of school gardens as spaces for learning, promoting sustainability, and encouraging food security, in line with the Sustainable Development Goals (SDGs), particularly SDGs 2, 3, 4, and 11. The teachers recognized the importance of UFPs for Environmental Education, food security, and the appreciation of socio-biodiversity, although they also identified challenges related to continuing professional development, school infrastructure, and the availability of educational materials. In response to the needs identified throughout the research, the educational product entitled Educational Booklet on Unconventional Food Plants (UFPs) for Teachers for Teachers was developed in digital format, bringing together theoretical foundations, plant species fact sheets, recipe suggestions, and lesson plans aligned with the Brazilian National Common Curricular Base (BNCC). It is concluded that the integration of school gardens, UFPs, and continuing teacher education constitutes a relevant strategy for strengthening Environmental Education in Basic Education, contributing to the improvement of teaching practices and to the development of more sustainable schools.

2026-06-26T00:00:00Z