As contribuições do povo Xokó no processo de ressignificação socioambiental dos corpos hídricos
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | http://ri.ufs.br/jspui/handle/riufs/16676 |
Resumo: | Environmental Sciences are based on studies on the relationship of human beings with the environment, its consequences and the search for mitigating actions and/or solutions to the problem of unrestrained consumption of environmental goods, and the deterioration of human relations. Within this perspective, Critical Environmental Education and the teaching of Indigenous History and Culture, as well as their socio-environmental contributions, become the basis of this research. The approach to indigenous peoples ensures knowledge about indigenous peoples, communities, their histories, cultures and traditions and it is through such recognition that teachers and students are expected to identify more harmonious ways of relating to the environment, and that from their previous knowledge and was achieved during the entire teaching-learning process, they build their own concept of place, belonging, as well as the identification of the importance of a community of native peoples. The lack of appropriate pedagogical support material leads to the continuation of many stereotypes about indigenous communities and the development of pedagogical projects that deal with and/or are based on Critical Environmental Education. Seeking to contribute to the minimization of this problem, the objective of our work is the development of a proposed methodology for the Teaching of Environmental Sciences based on the pedagogy of projects that aim at the socioenvironmental redefinition of a water body based on the contributions of the Xokó people. To achieve our main objective, a historical resumption of the indigenous peoples of Brazil, the (re)knowledge of the Xokó people, and their way of life, which is based on Bien-Vivir, is carried out with the aim of (re)valuing knowledge of the original peoples. Through a historical retake and the analysis of its consequences, it seeks to understand which factors led to the rupture between human beings and nature. In the analysis of this rupture, we use water as an interdisciplinary teaching element, so that its importance is perceived by the participants, providing paths for a socio-environmental redefinition of water bodies based on the relationship between the Xokó and the São Francisco River. Identifying the São Francisco River as a water body and not just a resource is essential in the redefinition of this environmental good, we take as a basis Capra's (2006) ecological literacy, which defends the idea of a sense of place based on the affinity with the nature and that this must be worked on to raise the awareness of the student and also the teacher in the search for a redefinition of paradigms. |
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Jesus, Vivianne Silva deSantos, Núbia Dias dos2022-10-20T22:31:14Z2022-10-20T22:31:14Z2021-07-28JESUS, Vivianne Silva de. As contribuições do povo Xokó no processo de ressignificação socioambiental dos corpos hídricos. 2021. 112 f. Dissertação (Mestrado em Ensino das Ciências Ambientais) - Universidade Federal de Sergipe, São Cristóvão, SE, 2021.http://ri.ufs.br/jspui/handle/riufs/16676Environmental Sciences are based on studies on the relationship of human beings with the environment, its consequences and the search for mitigating actions and/or solutions to the problem of unrestrained consumption of environmental goods, and the deterioration of human relations. Within this perspective, Critical Environmental Education and the teaching of Indigenous History and Culture, as well as their socio-environmental contributions, become the basis of this research. The approach to indigenous peoples ensures knowledge about indigenous peoples, communities, their histories, cultures and traditions and it is through such recognition that teachers and students are expected to identify more harmonious ways of relating to the environment, and that from their previous knowledge and was achieved during the entire teaching-learning process, they build their own concept of place, belonging, as well as the identification of the importance of a community of native peoples. The lack of appropriate pedagogical support material leads to the continuation of many stereotypes about indigenous communities and the development of pedagogical projects that deal with and/or are based on Critical Environmental Education. Seeking to contribute to the minimization of this problem, the objective of our work is the development of a proposed methodology for the Teaching of Environmental Sciences based on the pedagogy of projects that aim at the socioenvironmental redefinition of a water body based on the contributions of the Xokó people. To achieve our main objective, a historical resumption of the indigenous peoples of Brazil, the (re)knowledge of the Xokó people, and their way of life, which is based on Bien-Vivir, is carried out with the aim of (re)valuing knowledge of the original peoples. Through a historical retake and the analysis of its consequences, it seeks to understand which factors led to the rupture between human beings and nature. In the analysis of this rupture, we use water as an interdisciplinary teaching element, so that its importance is perceived by the participants, providing paths for a socio-environmental redefinition of water bodies based on the relationship between the Xokó and the São Francisco River. Identifying the São Francisco River as a water body and not just a resource is essential in the redefinition of this environmental good, we take as a basis Capra's (2006) ecological literacy, which defends the idea of a sense of place based on the affinity with the nature and that this must be worked on to raise the awareness of the student and also the teacher in the search for a redefinition of paradigms.As Ciências Ambientais são pautadas nos estudos acerca da relação dos seres humanos com o ambiente, suas consequências e da busca por ações mitigatórias e/ou soluções para o problema do consumo desenfreado dos bens ambientais e da deterioração das relações humanas. Dentro desta perspectiva, a Educação Ambiental Crítica e o ensino da História e Cultura Indígena, bem como suas contribuições socioambientais, tornam-se a base desta pesquisa. A abordagem sobre povos originários assegura o conhecimento acerca dos povos indígenas, das comunidades, suas histórias, culturas e tradições e é através de tal reconhecimento que se espera que os docentes e discentes possam identificar formas mais harmônicas de se relacionar com o ambiente, que a partir de seus conhecimentos prévios e os alcançados no decorrer de todo o processo ensino-aprendizagem, construam seu próprio conceito sobre lugar, pertencimento, bem como a identificação da importância de uma comunidade de povos originários. A falta de material de apoio pedagógico apropriado acarreta na continuidade de muitos estereótipos quanto às comunidades indígenas e ao desenvolvimento de projetos pedagógicos que versem e/ou se baseiem na Educação Ambiental Crítica. Assim, buscando contribuir para minimização dessa problemática, o objetivo de nosso trabalho é o desenvolvimento de uma proposta de metodologia ao Ensino das Ciências Ambientais baseada na pedagogia de projetos que vise a ressignificação socioambiental de um corpo hídrico a partir das contribuições do povo Xokó. Para alcançarmos nosso objetivo principal, uma retomada histórica dos povos indígenas do Brasil, do (re)conhecimento do povo Xokó e seu modo de vida, o qual é pautado no Bien-Vivir, é realizado com o intuito de uma (re)valorização dos conhecimentos dos povos originários. Busca-se por meio de uma retomada histórica e da análise de seus desdobramentos, compreender quais fatores levaram a ruptura entre o ser humano e a natureza. Na análise desta ruptura utilizamos a água como elemento interdisciplinar de ensino, de modo que sua importância seja percebida pelos participantes, proporcionando caminhos para uma ressignificação socioambiental dos corpos hídricos a partir da relação entre os Xokó e o Rio São Francisco. Identificar o Rio São Francisco como um corpo hídrico e não apenas como um recurso, é primordial na ressignificação deste bem ambiental, tomamos como base a alfabetização ecológica de Capra (2006), que defende a ideia do senso de lugar a partir da afinidade com a natureza e de que esta deve ser trabalhada para a sensibilização do aluno e também do professor na busca por uma ressignificação de paradigmas.São CristóvãoporCiências ambientaisXokóEducação ambientalIndígenasRessignificaçãoRio São FranciscoCorpos hídricosIndigenousResignificationSão Francisco RiverWater bodiesOUTROSAs contribuições do povo Xokó no processo de ressignificação socioambiental dos corpos hídricosinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em Mestrado Profissional em Ciências AmbientaisUniversidade Federal de Sergipereponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessORIGINALVIVIANNE_SILVA_JESUS.pdfVIVIANNE_SILVA_JESUS.pdfapplication/pdf2708495https://ri.ufs.br/jspui/bitstream/riufs/16676/2/VIVIANNE_SILVA_JESUS.pdfb4615176c8798c475a6a722c557b8d46MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/16676/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51TEXTVIVIANNE_SILVA_JESUS.pdf.txtVIVIANNE_SILVA_JESUS.pdf.txtExtracted texttext/plain238144https://ri.ufs.br/jspui/bitstream/riufs/16676/3/VIVIANNE_SILVA_JESUS.pdf.txt647f36a461e05f10016f7813176fd2afMD53THUMBNAILVIVIANNE_SILVA_JESUS.pdf.jpgVIVIANNE_SILVA_JESUS.pdf.jpgGenerated Thumbnailimage/jpeg1261https://ri.ufs.br/jspui/bitstream/riufs/16676/4/VIVIANNE_SILVA_JESUS.pdf.jpg85f16a3c5b57c60901642fbbb0912a21MD54riufs/166762022-10-20 19:31:14.996oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2022-10-20T22:31:14Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
As contribuições do povo Xokó no processo de ressignificação socioambiental dos corpos hídricos |
title |
As contribuições do povo Xokó no processo de ressignificação socioambiental dos corpos hídricos |
spellingShingle |
As contribuições do povo Xokó no processo de ressignificação socioambiental dos corpos hídricos Jesus, Vivianne Silva de Ciências ambientais Xokó Educação ambiental Indígenas Ressignificação Rio São Francisco Corpos hídricos Indigenous Resignification São Francisco River Water bodies OUTROS |
title_short |
As contribuições do povo Xokó no processo de ressignificação socioambiental dos corpos hídricos |
title_full |
As contribuições do povo Xokó no processo de ressignificação socioambiental dos corpos hídricos |
title_fullStr |
As contribuições do povo Xokó no processo de ressignificação socioambiental dos corpos hídricos |
title_full_unstemmed |
As contribuições do povo Xokó no processo de ressignificação socioambiental dos corpos hídricos |
title_sort |
As contribuições do povo Xokó no processo de ressignificação socioambiental dos corpos hídricos |
author |
Jesus, Vivianne Silva de |
author_facet |
Jesus, Vivianne Silva de |
author_role |
author |
dc.contributor.author.fl_str_mv |
Jesus, Vivianne Silva de |
dc.contributor.advisor1.fl_str_mv |
Santos, Núbia Dias dos |
contributor_str_mv |
Santos, Núbia Dias dos |
dc.subject.por.fl_str_mv |
Ciências ambientais Xokó Educação ambiental Indígenas Ressignificação Rio São Francisco Corpos hídricos |
topic |
Ciências ambientais Xokó Educação ambiental Indígenas Ressignificação Rio São Francisco Corpos hídricos Indigenous Resignification São Francisco River Water bodies OUTROS |
dc.subject.eng.fl_str_mv |
Indigenous Resignification São Francisco River Water bodies |
dc.subject.cnpq.fl_str_mv |
OUTROS |
description |
Environmental Sciences are based on studies on the relationship of human beings with the environment, its consequences and the search for mitigating actions and/or solutions to the problem of unrestrained consumption of environmental goods, and the deterioration of human relations. Within this perspective, Critical Environmental Education and the teaching of Indigenous History and Culture, as well as their socio-environmental contributions, become the basis of this research. The approach to indigenous peoples ensures knowledge about indigenous peoples, communities, their histories, cultures and traditions and it is through such recognition that teachers and students are expected to identify more harmonious ways of relating to the environment, and that from their previous knowledge and was achieved during the entire teaching-learning process, they build their own concept of place, belonging, as well as the identification of the importance of a community of native peoples. The lack of appropriate pedagogical support material leads to the continuation of many stereotypes about indigenous communities and the development of pedagogical projects that deal with and/or are based on Critical Environmental Education. Seeking to contribute to the minimization of this problem, the objective of our work is the development of a proposed methodology for the Teaching of Environmental Sciences based on the pedagogy of projects that aim at the socioenvironmental redefinition of a water body based on the contributions of the Xokó people. To achieve our main objective, a historical resumption of the indigenous peoples of Brazil, the (re)knowledge of the Xokó people, and their way of life, which is based on Bien-Vivir, is carried out with the aim of (re)valuing knowledge of the original peoples. Through a historical retake and the analysis of its consequences, it seeks to understand which factors led to the rupture between human beings and nature. In the analysis of this rupture, we use water as an interdisciplinary teaching element, so that its importance is perceived by the participants, providing paths for a socio-environmental redefinition of water bodies based on the relationship between the Xokó and the São Francisco River. Identifying the São Francisco River as a water body and not just a resource is essential in the redefinition of this environmental good, we take as a basis Capra's (2006) ecological literacy, which defends the idea of a sense of place based on the affinity with the nature and that this must be worked on to raise the awareness of the student and also the teacher in the search for a redefinition of paradigms. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-07-28 |
dc.date.accessioned.fl_str_mv |
2022-10-20T22:31:14Z |
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2022-10-20T22:31:14Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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JESUS, Vivianne Silva de. As contribuições do povo Xokó no processo de ressignificação socioambiental dos corpos hídricos. 2021. 112 f. Dissertação (Mestrado em Ensino das Ciências Ambientais) - Universidade Federal de Sergipe, São Cristóvão, SE, 2021. |
dc.identifier.uri.fl_str_mv |
http://ri.ufs.br/jspui/handle/riufs/16676 |
identifier_str_mv |
JESUS, Vivianne Silva de. As contribuições do povo Xokó no processo de ressignificação socioambiental dos corpos hídricos. 2021. 112 f. Dissertação (Mestrado em Ensino das Ciências Ambientais) - Universidade Federal de Sergipe, São Cristóvão, SE, 2021. |
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Pós-Graduação em Mestrado Profissional em Ciências Ambientais |
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Universidade Federal de Sergipe |
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