A look at the production of environmental health and relationships with nature in Amazonian schools

Authors

DOI:

https://doi.org/10.34024/revbea.2025.v20.19707

Keywords:

Pedagogical Experiences. Human. Nature. School Daily Life

Abstract

This work discusses the role of school as an important enabling device for thinking about and creating a sustainable and long-lasting planetary life. The text addresses the concerns of two teachers and two supervisors when they realize that the school cannot be absent from contemporary discussions about environmental issues, caused by the indiscriminate and reckless consumption of natural resources. To do this, we rely on the ideas of Tiriba (2023), Guattari (1990) and Barbieri (2020). We understand that, to produce ruptures in/in the practices that separate human beings from nature, it is necessary to think about other possibilities for everyday school life.

Author Biographies

  • Jackeline Moura do Carmo, Universidade Federal de Rondônia - UNIR

    She has a degree in Pedagogy - supervision - Faculdades Integradas de Cacoal-UNESC (2008) and Specialist in Clinical and Institutional Psychopedagogy - Faculdade de Rolim de Moura (2009) and in Pedagogical Coordination -. Federal Faculty of Rondônia (2015). She is currently the Pedagogical Coordinator of High School - E.E.E..E.F.M NILO COELHO in the city of Ministro Andreazza - RO. She has experience in the area of ​​Education, with an emphasis on School Supervision. Master's student in School Education at PPGEEProf / UNIR, under the advisor Prof. Dr. Rafael Chirstofoletti. Currently working as School Pedagogical Coordinator in a State Education unit. Member of the research group Difference and Subjectivation Process in the Amazon (DIPSA) and the study group Schizoanalysis, which have existed since 2019 and seek to problematize the processes of subjectivation in contemporary times from the Amazonian context. In this sense, I am constantly involved in research activities.

  • Karina França de Oliveira, Universidade Federal de Rondônia - UNIR

    Basic Education Teacher at the Municipal Education Network of Porto Velho, graduated in Pedagogy from the Federal University of Rondônia - UNIR (2005). Postgraduate in Special Education, Education of the Deaf, Pedagogical Coordination and master's degree in School Education at PPGEEProf / UNIR, with Professor Dr. Rafael Christofoletti as advisor. Area of ​​professional experience: classroom teaching, teaching in Specialized Educational Assistance (AEE), acting as a teacher trainer and participation in the technical team of Special Education at the Municipal Department of Education - SEMED in the resident municipality. Currently working as a school manager in an Early Childhood Education unit of the municipal network. Member of the research groups Difference and Process of Subjectivation in the Amazon (DIPSA) and the study group schizoanalysis, which are groups existing since 2019, which seek to problematize the processes of subjectivation in contemporary times from the Amazonian context. In this sense, I am constantly involved in research activities for the master's course based on concepts from Post-structuralism and the Theory of Difference.

  • Eliene Alves Barcelos do Carmo , Universidade Federal de Rondônia - UNIR

    Master's student in the Postgraduate Program in School Education - Master's and Professional Doctorate - PPGEEProf/Fundação Universidade Federal de Rondônia. Graduated in Pedagogy from the Federal University of Rondônia - UNIR campus Ji-Paraná (2019), with a specialization in Early Childhood Education, Initial Series of Elementary Education, Pedagogical Areas and Competencies for Educational Management. Corresponding Competence: School Supervision and School Administration. Specialist in Systemic Pedagogy - Unina. She was a scholarship holder in the Institutional Program of Scholarships for Initiation to Teaching - PIBID, with experience in Early Childhood Education. She has experience in Brazilian Sign Language. She was Pedagogical Coordinator at EMEIEF Paulo Freire (country school, Ji-Paraná/RO), and also worked as Coordinator of Countryside Education/SEMED-Ji-Paraná. She was Operational Coordinator of the Active School Search of the Municipality of Ji-Paraná/RO. Currently, Pedagogical Coordinator/Vice-Director of the Edimilson da Silva Reis Municipal Early Childhood Education Center.

  • Juverlande Nogueira Pinto, Universidade Federal de Rondônia - Unir

    Doutoranda em  Educação Escolar no Programa de Pós-graduação em Educação Escolar - Mestrado e Doutorado Profissional (PPGEEProf), pela Universidade Federal de Rondônia – UNIR. Mestra em Educação Matemática pela Universidade Federal de Rondônia – UNIR (2022). Especialista em Ensino Lúdico (2018). Especialista em Educação Infantil - práticas de sala de aula (2019). Graduada em Pedagogia pela Faculdade Panamericana de Ji-Paraná (2013). Pesquisadora nos grupos de pesquisa Cirandeiras - Grupo de Pesquisas e Estudos das Crianças, Folclore, Brincadeiras e Culturas Infantis (UNIR); Diferença e Processos de Subjetivação na Amazônia (DIPSA/UNIR); Im@go - Laboratório da Imagem, Experiência e Criação (UNESP/Rio Claro).

  • Rafael Christofoletti, Universidade Federal de Rondônia - UNIR

    He holds a degree in Psychology and Economics, and a Master's and PhD in Education from the São Paulo State University (UNESP). He worked as a psychologist in the prison system and in mental health. He is currently a Professor in the Department of Educational Sciences, in the Postgraduate Program in Professional School Education (PPGEEProf) at the Federal University of Rondônia (UNIR), leader of the research group "DIPSA - Difference and Subjectivation Processes in the Amazon" and a member of "Im@go: laboratory of image, experience and creation". He coordinates the "Technological Incubator of Popular Cooperatives of UNIR" (ITCP-UNIR) where he works/has worked on projects with recyclable material collectors, Venezuelan migrant indigenous people (Warau People) and indigenous people of the Paumari ethnic group. He develops (and supervises) projects on themes such as: subjectivation processes, difference, education and solidarity economy.

References

ARBIERI, J. C. Desenvolvimento sustentável: das origens à Agenda 2030. Editora Vozes, 2020. Disponível em:https://books.google.com.br/books?hl=pt-BR&lr=lang_pt&id=KzcDEAAAQBAJ&oi=fnd&pg=PT6&dq=agenda+2030&ots=xjrcYGW_LN&sig=Bh93CQ1zCcdYVh_bzZ3L1XtruVA#v=onepage&q&f=false. Acesso em: 15 de Jul de 2024.

FREIRE, P. Pedagogia da autonomia: saberes necessários à prática educativa. São Paulo: Paz e Terra, 1996.

G1. Rondônia, Porto Velho,2024. Disponível em : https ://g1.globo .com /ro /rondonia /não/2024//08 /29//antes -e -depois-paisagens -de -r-são--encobertas -por-fumaca .g. Acesso em 06.11.2024.

GUATARRI. F. As três ecologias. Tradução Maria Cristina F. Bittencourt. Campinas: Papirus, 1990.

SOUZA, M. E. Educação Ambiental e desenvolvimento sustentável: uma abordagem para a Amazônia. Revista de Estudos Ambientais, 2018.

TIRIBA, L.V.; SANTOS, Z.C.W.N. SCHAEFER, K.A.B. Na contramão da BNCC: do emparedamento colonizador ao livre brincar. Educar em Revista, Curitiba, v. 39, e86018, 2023.

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Published

2025-02-01

Issue

Vol. 20 No. 1 (2025)

Section

Relatos de Experiências

License

Copyright (c) 2025 Brazilian Journal of Environmental Education

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to Cite

CARMO, Jackeline Moura do; OLIVEIRA, Karina França de; CARMO , Eliene Alves Barcelos do; PINTO, Juverlande Nogueira; CHRISTOFOLETTI, Rafael. A look at the production of environmental health and relationships with nature in Amazonian schools. Brazilian Journal of Environmental Education, [S. l.], v. 20, n. 1, p. 158–169, 2025. DOI: 10.34024/revbea.2025.v20.19707. Disponível em: https://periodicos.unifesp.br/index.php/revbea/article/view/19707. Acesso em: 13 dec. 2025.
Received 2024-11-08
Accepted 2024-12-03
Published 2025-02-01