A história ambiental e a produção de territorialidades

• Autor(a) principal: Robledo, Felipe Marangoni
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/14239
• topic: Environmental history; Identity; Territory; Socio-environmental conflicts; Textbook; História ambiental; Territorialidade; Livro didático; Interdisciplinaridade; Geografia; Educação ambiental (Ensino fundamental) - Acre; Livro didático; Meio ambiente - História; Geografia humana; Territorialidade humana; CNPQ::OUTROS

This thesis analyzes the proposal of insertion of Environmental History in elementary school, given its interdisciplinary character capable of promoting the dialogue of History with the other sciences, in particular with Geography, and to give voice and historical recognition to the local communities changing the tone of the analyzes of the reproductive school for the critical analyzes that point the processes of invisibilization, which are subjected to vulnerable segments of brazilian society, among them, the indigenous communities. The understanding of the school as a space permeated by negotiations and conflicts characterizes it as a space for dialogue and formation of social protagonists, who may be responsible for the consolidation of mechanisms of social justice and environmental conservation, or for the sociometabolic reproduction of capital. From this perspective, we analyze the brazilian territorial formation in its relations with the indigenous communities in the region of Acre and identify how they are presented and discussed in elementary school textbooks. For that, we chose the Alfredo Boulos Júnior s collection História, Sociedade e Cidadania, adopted by the Culture and Education Ministry (MEC) in Brazilian schools and analyzed by the light of the categories identity, territory and social-environmental conflicts, based on the theoretical reference of Political Ecology. The investigation of the speech presented in the textbooks, supported by Discourse Analysis, made it possible to infer that indigenous population and other Acrean communities are invisible in the textbooks studied in Brazilian educational system. In an attempt to understand how the categories of territory, identity and socio-environmental conflicts incorporated in environmental history in textbooks can stimulate a sense of belonging in the readers and strengthen their communities and local identities, we structured the thesis in five chapters. In this sense, we identify and analyze the historiographic currents used in the Brazilian teaching of History as a field of approach to Geography, glimpsing Environmental History as an integrating axis of didactic material. The analysis of this material was made based on the categories territory, identity and socioenvironmental conflicts. The textbook study was referenced in public policies that guide the choices, dissemination and use of teachers in classrooms and, based on the historical relations established between Indians and territories in the region of Acre, we analyze how this material deals with the issue, giving visibility or invisibility to local social actors and the consequences thereof. Finally, we defend the inclusion of Environmental History in Elementary Education II, with a view to working the environment as a link between Social and Natural Sciences, in an interdisciplinary perspective that stimulates local development, based on the valorization of socio-cultural identity and socio-environmental relations Brazilians.