Questões socioambientais nas práticas docentes: (des)atando o nó górdio educacional em uma instituição escolar no entorno de uma unidade de conservação

Abstract

We understand the contemporary socio-environmental crisis also as a civilizational crisis, it is essential to link the debate about critical Environmental Education (EE) as an educational project, so that educational processes encourage societal reorganization, in which everyone assumes their co-responsibilities, and the students are able to reflect on the main socioenvironmental problems, as well as to set goals to face them. In this sense, in an attempt to escape the dominant, instituting, homogenizing logics, I proposed to base myself on the principles of Morinian complexity theory to think about complex environmental pedagogy. In this attempt, the general objective of this research was to understand the dialogical mobility limited to the “Gordian knot” of socio-environmental issues that have been (un)tied by educators at Colégio Estadual Profa . Mª. das Graças Azevedo Melo (CEPMGAM) after the implementation of the Sergipe Curriculum. The research has a qualitative character, as it is characterized by the understanding of the phenomenon under analysis in the context in which it is inserted and occurs. The method adopted was Critical Ethnoresearch. The methodology was divided into documentary research and fieldwork. Data analysis was carried out using subsumer notions. Documents were analyzed, such as: Political Pedagogical Project, weekly educator plans, projects, questionnaires and interviews, Environmental and/or Educational Laws, Sergipe Curriculum. The subjects participating in the research were the CEPMGAM management and teaching teams. As a result, it was possible to verify: a) Not every CEPMGAM educator tries to untie the Gordian knots of socio-environmental issues. Those who do so commit themselves mainly through significant actions and projects within the community. However, they end up falling into traps and subterfuges used by national and Sergipe curriculum policies. b) The Sergipe Curriculum does not address socio-environmental issues from the perspective of critical EE, nor does it take into account the idiosyncrasies of the Sergipe community. Furthermore, together with educational policies, paradigmatic traps have been established, which have created invisible ties that impel educators to move towards an emancipatory education. c) APA Morro do Urubu, given the lack of involvement with the CEPMGAM community, and its own conflicts, unresolved for almost three decades, also did not represent being a subject (un)tie in the untying of the Gordian knots of socio-environmental issues. d) Environmental and educational public policies, despite their relevance in this complex tangle of knots, have diametrically contributed so that no subject or structure (un)ties can untie the Gordian knots. This time, they have woven intertwines through decrees, bills, resolutions and other regulations, to ensure that the objectives of neoliberal education are met. From this perspective, even though the subjects involved perceive the entanglement that prevents them from advancing in the directions they desire, such structures have self-organized so that they cannot break their bonds. This requires a break in paradigms. However, even if we are far from overcoming educational paradigms, the environmental pedagogy of complexity will help in building a path to confront the barriers that arise.