Educação Ambiental na Amazônia brasileiraparticipação e reclamos sociais em tempos pós-hegemônicos

Abstract

Brazilian Amazon, for centuries, has been victim of a political, economical and educational standard which has strategically worked to hide the uncontrolled ownership of its natural resources. In such strategies have held the local population invisibility, devaluation of their culture and, mostly, their knowledge disqualification. All these issues have increased a social network of exclusion as a further result of environmental issue. In this sense, it raises our interest in getting into Amazon’s common reality to unveil practices in Environmental Education, beliefs and community practices of teachers with training in Pedagogy, that play in initial grades of Elementary School in public schools of Castanhal-Pará-Brazil. To do so, it was used the product-oriented research as theoretical framework, more accurately the Theory of Social Representations in its ethnographic approach. It was used a questionnaire, supplemented by discussion groups and observation in order to collect data for this study, in which participated 121 teachers. The most significant results have demonstrated that claims come from community engagement which gets value from the social struggles and political resistance.