An environmental education plan based on the social participation of indigenous peoples: a comparative study between Brazil, Bolivia, Argentina, Peru, and Venezuela

Abstract

It is important to keep in mind that Environmental Education cannot be developed alone, as an isolated entity. It has to be within a context that allows it to grow and make sense. Therefore, this article proposes the transversality of learning environmental education in teaching children and then greater integration with indigenous students, currently severely discriminated against and even mistreated. This transversality generates greater knowledge about the subject and at the same time greater awareness of the importance of respect for the environment and the inhabitants and defenders of nature, the indigenous people. This study carries out an analysis, through a questionnaire, available in the annex, with the indigenous peoples of Aldeia Terere (Brazil), Aldea Curicha (Bolivia), the Aigo Community (Argentina) and the Kukama Kukamiria community (Peru) on the following topics: ecological awareness, governance, social participation and paradigm shift. A citizen ecologically aware of the importance of respecting nature and other cultures is open to the best practices of environmental education and, therefore, is more prepared for popular participation in government programs and projects. Given this context of changing attitudes, this work proposes, in addition to the transversality of learning about Environmental Education, a model based on Communities of Practice, social participation and alignment with the indigenous community in search of building a new paradigm of Environmental Education.