“São estas as partes que me faltam”

identidade racial e memória como meios de ensinar e aprender o “Todo” na educação ambiental

Abstract

This article discusses the possibilities of pedagogical practices that, considering racial identity and memory, construct an environmental education that does not ignore essential and inseparable markers of the conception of the environment, which we classify as the “Environmental Whole”. We thus reinforce that, since identity and memory are constitutive parts of the subjects, they are not separate from what is Nature, from what is named as “environment”, but are thus defined and reinforced by the processes of material production and subjectivities since the beginning of Western modernity, through colonization, until the contemporary world, instituted by colonialities. This article presents part of the results of a research carried out in a master’s degree in Education whose methodology was cartography, constructed from paths such as participant observation and intervention research. In this, we conclude the need for an environmental education that does not abstain from ethnic-racial relations, both in understanding a climate crisis with colonial roots and as a producer of survival narratives.