Epistemologias decoloniais e a sociopoética como possibilidade metodológica na Educação Ambiental

diálogos em problemas territoriais

Abstract

As a dominant paradigm since the mid-eighteenth century, Western science has determined methods of conducting research, dictating what would be legitimized. This model of knowledge still underpins the primary forms of knowledge. Western science has been exhibiting signs of crisis for some time now. Consequently, we have observed the emergence of epistemologies dedicated to envisioning a science that serves the needs of colonized peoples. This work aims to interweave the convergences of several decoloniality theories with sociopoetic methodology, illustrating this approach to knowledge production. We provide an example of a sociopoetic experience in environmental education conducted with children in a school within the municipal education network of Rio de Janeiro. This experience facilitated important reflections on their daily lives within their respective territories. Through this example, we aim to demonstrate the alignment of the methodology with the presented epistemologies.