Tessituras para a educação ambiental crítica: a prática pedagógica com a literatura de cordel em uma escola do semiárido baiano

Abstract

In light of evidence of an environmental crisis that affects all of humanity, transcending geographical boundaries, the need for the introduction of critical education in the school environment emerges. This can be achieved through critical educational practices using Cordel Literature as a pedagogical tool to disseminate local knowledge, addressing socio-environmental issues within the school and its surroundings. Thus, this study aims to analyze pedagogical practices using Cordel Literature in the context of a school in the semi-arid region of Euclides da Cunha/BA from the perspective of Critical Environmental Education. The research focused on students from the 9th grade A, Elementary School, at Colégio José Aras, located in the municipality of Euclides da Cunha/BA, where I work as a geography teacher. To this end, the proposed intervention adopted an approach inspired by Freirean pedagogy, with generative themes such as global warming, deforestation, animal extinction, wildfires, waste, and drought. The intervention proposal, based on dialogue, was developed through workshops with discussion circles and open questionnaires. Data were collected using field diary entries, participant observation, and photographic records. The educational product was a booklet produced from the Cordel poems created by the students, in which the environmental issues of the school and its surroundings were recorded. In this way, it was found that pedagogical practice using Cordel Literature as a tool enabled youth protagonism, fostering interdisciplinary dialogues among teachers and stimulating school-community integration through intergenerational and intercultural knowledge dialogues. Similarly, the fruitful possibilities of teaching practices involving environmental issues in the semi-arid region from the perspective of Critical Environmental Education became evident.