The fluvial routeofthe Cuiabá River questioned in Ethnoknowledge and Critical Education

Abstract

The research proposes an analysis and understanding of the practices and reflections applied by various agents involved in Environmental Education, from a critical perspective, in school units in riverside communities on the banks of the Cuiabá River, in the State of Mato Grosso. The objective is to investigate the practices and reflections adopted by the curricular components in environmental education, focusing on riverside school units in the districts of Aldeia and the District of Baús, in the municipality of Acorizal – MT. The research directs its emphasis to issues related to the sociocultural and economic environment, seeking to understand this environment marked by diverse socioeconomic, cultural and natural relationships. The intention was to contribute to the expansion of the critical and emancipatory perspective, both in the generic and subjective spheres, stimulating reflection and action towards the transformation of the role of individuals in the world. The study also aimed to facilitate an exchange of knowledge and ethnoknowledge through the connection of the river's fluvial route, providing a deep understanding of the representations about the place of experience and the use of actions, relating ethnochemistry to the study of transformations in the nature of materials. As for the methodology, the route followed a qualitative approach, such as participant observation to obtain data with a focus on critical environmental education and ethnoknowledge. The qualitative treatment was carried out through conversation circles and interviews with teachers and education professionals, aiming to develop proposals and actions to disseminate critical environmental education in an emancipatory approach.