EDUCAÇÃO AMBIENTAL E POVOS TRADICIONAIS

uma abordagem crítico-transformadora

Abstract

Despite resistance, our historical time is determined by a model of development based on territorial dispossession and environmental destruction, expanding disputes between class fractions which dominate political and economic processes and social agents which have communal forms of sociability to relate to the land and create their existences organically related to nature. The resulting territorialized conflicts and tensions require educators to express their political and epistemological positions, which impacts their pedagogical practices. This article is a theoretical essay about environmental education with traditional populations, highlighting the role of categories like dialogue and ancestry in this process, based on the need of carrying critical-transformative educational activities with those who resist and exist with their livelihoods and present concrete alternatives to hegemonic forms of sociability and education.