Escola Nacional Florestan Fernandes (ENFF): um exemplo de educação ambiental de base comunitária?
Arquivos
Data
2023-11-11
Autores
Moraes, Larissa Lopes da Silva 
Orientadores
Costa, Rosangela Calado da
Tipo
Trabalho de conclusão de curso
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Durante o início dos debates ambientais internacionais e o período que antecedeu o fim da ditadura militar no Brasil, em 1985, foi possível observar a tendência do surgimento de movimentos sociais que contribuíram com a formação de diversas correntes da Educação Ambiental (EA), dentre elas a Educação Ambiental de Base Comunitária (EABC), proveniente da Educação Ambiental Crítica e da Educação Ambiental Popular. Nesse cenário, originou-se o Movimento dos Trabalhadores sem Terra (MST), que, ao longo de sua trajetória, agregou em sua agenda as questões ambientais. A partir do crescimento do MST e a necessidade de ampliação da formação de novos militantes, construiu-se a Escola Nacional Florestan Fernandes (ENFF). A EABC se apresenta como uma oportunidade de contribuir com os objetivos e com as lutas do MST, de modo que este trabalho tem por objetivo comparar e investigar pontos de convergências entre as diretrizes da ENFF e da EABC, que possuem o potencial de consolidar e expandir abordagens educacionais socioambientais participativas e transformadoras da realidade. Para a realização da proposta, a metodologia adotada foi de natureza qualitativa e descritiva, das quais os procedimentos para a coleta de dados envolvem pesquisa bibliográfica e a análise consiste em três etapas: leitura exploratória, leitura seletiva e leitura analítica e interpretativa. Com base nessa metodologia, foi possível identificar que princípios como o contexto e o legado de lutas latino-americanas como base para a formulação de uma educação ambiental, a utilização de diversos modos de saberes (científico, popular, cultural, memória oral, entre outros), a gestão democrática e adoção dos preceitos da educação popular mostraram-se presentes no cerne tanto da ENFF, quanto da EABC. Contudo, entre as divergências identificadas, há a ausência de uma proposta pedagógica que dê foco à relação entre meio ambiente e o educando nas diretrizes da ENFF e, nesse aspecto, cabe a integração da EABC ao currículo. Tal iniciativa pode melhor desenvolver uma sensibilização socioambiental entre os militantes e, a partir daí, integrar uma gestão mais participativa dos recursos naturais e a busca por justiça socioambiental, na formação política do coletivo.
During the early stages of international environmental debates and the period leading up to the end of military dictatorship in Brazil in 1985, it was possible to observe the emergence of social movements that contributed to the formation of various strands of Environmental Education (EE), including Community-Based Environmental Education (CBEE), derived from Critical Environmental Education and Popular Environmental Education. In this context, the Landless Workers' Movement (MST) originated, which, over its trajectory, incorporated environmental issues into its agenda. With the growth of the MST and the need to expand the training of new activists, the National Florestan Fernandes School (ENFF) was established. CBEE is seen as an opportunity to contribute to the goals and struggles of the MST, and this work aims to compare and investigate points of convergence between the guidelines of ENFF and CBEE, which have the potential to consolidate and expand participatory and transformative socio-environmental educational approaches. To carry out this proposal, the adopted methodology was qualitative and descriptive, involving bibliographic research for data collection. The analysis consists of three stages: exploratory reading, selective reading, and analytical and interpretative reading. Based on this methodology, it was possible to identify that principles such as the context and legacy of Latin American struggles as the basis for the formulation of environmental education, the use of various forms of knowledge (scientific, popular, cultural, oral memory, among others), democratic management, and the adoption of the precepts of popular education are present at the core of both ENFF and CBEE. However, among the identified divergences, there is the absence of a pedagogical proposal that focuses on the relationship between the environment and the learner in the guidelines of ENFF, and in this aspect, the integration of CBEE into the curriculum is necessary. This initiative can better develop environmental awareness among activists and, from there, integrate a more participatory management of natural resources and the pursuit of socio-environmental justice in the collective's political formation.
During the early stages of international environmental debates and the period leading up to the end of military dictatorship in Brazil in 1985, it was possible to observe the emergence of social movements that contributed to the formation of various strands of Environmental Education (EE), including Community-Based Environmental Education (CBEE), derived from Critical Environmental Education and Popular Environmental Education. In this context, the Landless Workers' Movement (MST) originated, which, over its trajectory, incorporated environmental issues into its agenda. With the growth of the MST and the need to expand the training of new activists, the National Florestan Fernandes School (ENFF) was established. CBEE is seen as an opportunity to contribute to the goals and struggles of the MST, and this work aims to compare and investigate points of convergence between the guidelines of ENFF and CBEE, which have the potential to consolidate and expand participatory and transformative socio-environmental educational approaches. To carry out this proposal, the adopted methodology was qualitative and descriptive, involving bibliographic research for data collection. The analysis consists of three stages: exploratory reading, selective reading, and analytical and interpretative reading. Based on this methodology, it was possible to identify that principles such as the context and legacy of Latin American struggles as the basis for the formulation of environmental education, the use of various forms of knowledge (scientific, popular, cultural, oral memory, among others), democratic management, and the adoption of the precepts of popular education are present at the core of both ENFF and CBEE. However, among the identified divergences, there is the absence of a pedagogical proposal that focuses on the relationship between the environment and the learner in the guidelines of ENFF, and in this aspect, the integration of CBEE into the curriculum is necessary. This initiative can better develop environmental awareness among activists and, from there, integrate a more participatory management of natural resources and the pursuit of socio-environmental justice in the collective's political formation.