Pedagogia da palavração ambiental para currículos “à beira do mundo”

Abstract

The present article, inspired by a Brazilian documentary titled “Estamira”, explores the principles of the “pedagogy of environmental word-making.” This pedagogy sees the word as its primary form of expression, the raw and piercing matter as its content, and, in this composition, offers alternative images for a world in vertigo.The argument is that a “pedagogy of environmental word-making” generates new images that sustain more generous ways of existing and re-existing, pointing toward more hopeful paths for a possible future. It seeks to free subjects from the apocalyptic logic forged by the context of the climate emergency and the barbarity that stems from it. We conclude that such a pedagogy, attuned to the world’s noises, produces deterritorializing effects in curricular territories, aiming, through its poetics, to liberate life that suffers in lamenting and destructive images.