LAB 5 -- ANNUAL REPORT
july 2013-2014
1. GENERAL
INFORMATION
1.1. NUMBER AND NAME OF THE ASSOCIATED LABORATORY:
LABORATORY 5 – Education, Socio-economy
and Cultural Practices
Co-ordination: Michèle Sato, PhD
1.1
PROJECT TITLE AND NUMBER:
(5.1.) Formation,
Intervention, Edu-communication on Climate Justice and Environmental Education
(5.2.)
Culture and Millennium Ecosystem Assessment
1.2
GEOGRAPHIC AREA:
São Pedro de Joselândia – Barão
de Melgaço – Mato Grosso
1.3
SCIENTIFIC TEAM:
Nome
|
title
|
institution
|
Benedito Dielcio Moreira
|
PhD
|
UFMT
|
Edilaine Mendes
|
MS student
|
UFMT
|
Giseli Nora
|
PhD student
|
UFMT
|
Giselly Gomes
|
MSc
|
SEDUC
|
Imara Quadros
|
PhD
|
IFMT
|
João Quadros
|
Secondary
|
ELPC
|
Júlio Duarte
|
MS
|
IFMT
|
Lúcia Kawahara
|
PhD student
|
UFMT
|
Luigi Sousa
|
Secondary
|
ELPC
|
Michèle Sato
|
PhD
|
UFMT
|
Michelle Jaber
|
PhD
|
UFMT
|
Péricles Vandoni
|
Primary
|
ELPC
|
Regina Silva
|
PhD
|
UFMT
|
Regis Paiva
|
Secondary
|
ELPC
|
Rosana Manfrinate
|
PhD student
|
SEMA
|
Samuel B. Oliveira
|
PhD
|
IFMT
|
2. OBJECTIVES
The project related to culture and millennium
ecosystem assessment (5.2) was finished with exit and under an effective
international partnership. The remained project (5.1) has a new scope focusing
attention to the “climate justice and environmental education” and it was
carried out by dialogue with ClimBAP project co-ordinated by Pierre Girard, and
another project called “Ecological Footprint” supported by WWF (World Wild Fund
for Nature). Our
objective is to understand the climate JUSTICE phenomenon in the Pantanal
wetland, which transcends the climate change debate, focusing on the
unsustainable model of development and consequent generation of inequalities.
The drastic effects of this climate change will be different in proportion,
scale and magnitude, affecting more economically underprivileged people. We
seek to interpret the socio-environmental conflicts and the natural disasters
related to climate change, identifying the social groups that are most affected
by these consequences, studying their tactics struggles, their resistance
mechanisms and how they hope for a happier future.
To promote this new research, is was crucial to
understand the process of climate JUSTICE in different formation processes, carried
out since July 2013. From our research, our goals to the intervention and
formation are:
(a)
To understand the perception of Joselandia habitants
about water and its relation to the nature and cultural dimension of lives,
since the lack of potable water is one of the harmful effect of climate change;
(b)
To connect our results of researches into teacher
formation and school curricula;
(c)
To debate the climate change and its effects with the
community, focusing attention to climate JUSTICE;
(d)
To stimulate the school to invite the community to build
4 School and Community Environmental Project (PAEC) aiming to mitigate the
climate change;
(e)
To promote the scientific education to the basic
school students as beginning of scientific research. Besides, to indorse the
education at master, PhD and post-doctoral levels.
3. METHODOLOGY
Through phenomenological
methodology, our proposal has two dimensions: both the process of
conducting courses and moments of learning with schools, and in the context of
popular education. In addition to this process of edu-communication, we are
developing pedagogical tactics for the generation of alternative media through
blogs, social networks, videos, pedagogical books and other educational
equipment that can strengthen educator’s structures.
For the training and intervention processes, we have
privileged the participatory action-research as
main methodology. Photography, draw and
video recorder are the types of our research registry. We had many different ways
of gathering information, such as:
·
Interview the inhabitants of Joselandia about climate
change, exposing the scenarios of past, present and projection to the future
(non-structured questions);
·
The process of teacher formation is dialogical,
involving student and technicians who work in the school, as well as members of
community;
·
To stimulate the construction of 4 School and
Community Environmental Projects (PAEC) as climate change mitigation or
adaptation (the costs of these projects were supported by WWF);
·
To promote forum of debate and popular education to understand
the concept of climate justice, as well as climate change.
4. RESULTS
PROJECT 5.1. – Education and
Communication
With progressive submission of our previous research,
we had many results that have been discussed with the community and school,
seeking to combine the cultural expressions of the region to the school
curriculum. The major results of our activities is four “School, Community and
Environmental Projects (PAEC)”, made by students, teachers and members of
community. Every project was connected to the ecological footprint principles
(WWF) and the climate change debate (ClimBAP).
PAEC 1: Eco-filter (Figs 1 & 2)
Photo by Di Mendes
Figure 1: Eco-filter (PAEC 1)
The conception of the project to solve the problem of
quality of water in the school and the change of curriculum to debate the
relation between climate change, lack of water and health.
Figure 2: Eco-filter (PAEC 1)
The inauguration of ecological filter, with testimonials from children
about the flavour and the freshness of the water. The importance of water and
its relation to climate change.
PAEC 2: green curtain (figs 3 &
4)
Photo by Di Mendes
Figure 3 – green curtain (PAEC 2)
The idea of this project was to protect the school
against invading animals, also to protect the school garden already in
development.
Figure 4 – green curtain (PAEC 2)
The involvement of students and the discussion of health, permaculture
and climate change in Pantanal.
PAEC 3: green roof (figs 5 & 6)
Photo by Di Mendes
Figure 5: green roof (PAEC 3)
The conception of the project to solve the problem of heating
and to have a “fresh place” to the students rest.
Figure 6: green roof (PAEC 3)
Promoting debate about global warming, the Pantanal heating the climate
change effects.
PAEC 4: ecological house (figs 7,
8, 9 & 10)
Photo by Di Mendes
Figure 7: Eco-house (PAEC 4)
The conception of the sustainable school, including
the bio-architecture and “Pantanal’s way” to build a house.
Figure 8: Eco-house (PAEC 4)
The principles of ecological footprint, water, climate and education as
a proposal of a sustainable school.
Figure 9: Eco-house (PAEC 4)
The inauguration of the eco-house as a local museum,
with old photography, “viola de cocho” (traditional guitar of Mato Grosso),
iron, religious sanctuary (catholic) and other objects of local cultural
tradition.
Figure 10: Eco-house (PAEC 4)
The celebration of the PAEC – projects made by school
and community, who helped very much to build, preach snail, clean or discuss
the importance of environmental education as a remarkable way to sustainable
societies.
Project 5.2. – Culture and
Millennium Ecosystem Assessment
There are three PhD students involved into this
subproject:
-- Imara Quadros has finished her PhD working out with canoe and cultural dimension (art) of Millennium and mobility of Pantanal. She sustained that the canoe is not only a mobility object, but it is a cultural expression of sculpture intrinsically related to the environment.
-- Samuel Oliveira Jr also has finished his PhD research with birds and ethno-ecology, specifically the relation of birdsong with ecosystem services. He could understand how inhabitants of Pantanal perceive the birdsongs and the relation to cultural dimension of ecosystem services.
-- Lúcia Kawahara is still developing her PhD with cultural dimension of festivities, but she has found out the relation of consume and ecosystem services. She found out that many festivities’ product come from out of Joselandia and the traditional festivity is getting change as the environment is destroyed.
-- Imara Quadros has finished her PhD working out with canoe and cultural dimension (art) of Millennium and mobility of Pantanal. She sustained that the canoe is not only a mobility object, but it is a cultural expression of sculpture intrinsically related to the environment.
-- Samuel Oliveira Jr also has finished his PhD research with birds and ethno-ecology, specifically the relation of birdsong with ecosystem services. He could understand how inhabitants of Pantanal perceive the birdsongs and the relation to cultural dimension of ecosystem services.
-- Lúcia Kawahara is still developing her PhD with cultural dimension of festivities, but she has found out the relation of consume and ecosystem services. She found out that many festivities’ product come from out of Joselandia and the traditional festivity is getting change as the environment is destroyed.
5. IMPACTS
SCIENTIFIC EDUCATION
The process of
scientific education was done in many levels:
Primary and Secondary School = 6 students
Raiane Pouso and
Evelyn Miranda are student of primary school who have finished the learning
process. Four students remain in the project: João Quadros, Luigi Sousa.
Péricles Vandoni and Regis Paiva, who started the research in Primary schools
and now they are already in high school, continuing the research with other
approaches.
Graduation = 1 student
André Manfrinate,
student of Law has finished his research of costume and traditional community
legislation. He has an article published in Brazilian Journal.
Master = 1
Edilaine Mendes
started her master studies on 2014 under the school and curriculum theme.
PhD = 5
2 students had
conclude their PhD studies: Imara Quadros (canoe and art) and Maria Liete A.
Silva (edu-communication and cartography) in 2013. Lúcia Kawahara is going to
finish her research by March 2015 (festivity and ecosystem service); and Giseli
Nora (climate justice and vulnerable groups) and Rosana Manfrinate (gender,
water and climate justice) started the PhD studies on 2014.
Post-Doctoral = 1
Michèle Sato has
begun her Post-Doctoral studies on women’s imaginary of climate justice and
mythology of salted water (Galicia, Spain), fresh water (Pantanal) and arid
territory on Mata Cavalo (Cerrado).
SCIENTIFIC PRODUCTION
3 PUBLISHED
ARTICLES: 1 English, 2 Portuguese
1. SATO, Michèle;
SILVA, Regina; JABER, Michelle. Between the remnants of colonialism and the
insurgence of self-narrative in constructing participatory social maps: towards
a land education methodology. Environmental
Education Research, v.20, p.102 - 114, 2014.
2. MANFRINATE, A.; SATO, Michèle. Entrelaçando educação ambiental e direito em
ambiente de áreas úmidas: comunidade pantaneira de São Pedro de Joselândia. Revista Eletrônica do Mestrado em Educação
Ambiental, v.30, p.169 - 186, 2013.
3. TRAJBER, Rachel, SATO, Michèle. Somos aprendizes de escolas sustentáveis. Margens (UFPA), v.7, p.39 - 48, 2013.
2 BOOKS
1. SATO, Michèle, JABER, Michelle Tatiane, SILVA,
Regina Aparecida da, QUADROS, I. P., SILVA, Maria Liete Alves. Mapeando os territórios e as identidades do
estado de Mato Grosso, Brasil. Cuiabá: edUFMT, 2013.
2. SATO, Michèle, GOMES, G., SILVA, Regina Aparecida
(Orgs.). Escola, comunidade e educação
ambiental. Reinventando sonhos, construindo esperanças. Cuiabá: Secretaria
de Estado de Educação SEDUC, 2013.
9 PUBLISHED
CHAPTERS
1. JABER, Michelle Tatiane, SILVA, Regina Aparecida
da, SATO, Michèle. Identidades,
territórios e conflitos socioambientais no estado de Mato Grosso In: Escola, comunidade e educação ambiental.
Reinventando sonhos, construindo esperanças.1 ed.Cuiabá: Secretaria de
Estado de Educação SEDUC, 2013, v.1, p. 267-279.
2. QUADROS, I. P., SATO, Michèle, OLIVEIRA, Herman,
BELÉM, Ivan. Arte-educação-ambiental In: Escola,
comunidade e educação ambiental. Reinventando sonhos, construindo esperanças.1
ed.Cuiabá: Secretaria de Estado de Educação SEDUC, 2013, v.1, p. 53-68.
3. REGINA, A. W., SILVEIRA, E. M., BELÉM, Ivan, SATO, Michèle. Yo no
creo en las brujas, pero... In: Escola, comunidade e educação ambiental. Reinventando sonhos,
construindo esperanças.1 ed.Cuiabá: Secretaria de Estado de Educação SEDUC,
2013, v.1, p. 170-180.
4. ROSSI, R., SATO,
Michèle. Uma abordagem inicial In: Relatório
Estadual de Direitos Humanos e da Terra 2013.1 ed.Cuiabá: Centro Burnier Fé
e Justiça, 2013, v.1, p. 11-15.
5. SATO, Michèle, QUADROS, I. P. Texto e imagem da
educação ambiental In: Escola,
comunidade e educação ambiental. Reinventando sonhos, construindo esperanças.1
ed.Cuiabá: Secretaria de Estado de Educação SEDUC, 2013, v.1, p. 30-52.
6. SATO, Michèle, SILVA, Regina Aparecida da, JABER,
Michelle Tatiane. A Terra mato-grossense e os direitos humanos In: Relatório Estadual de Direitos Humanos e da
Terra 2013.1 ed.Cuiabá: Centro Burnier Fé e Justiça, 2013, v.1, p. 119-130.
7. SATO, Michèle. Cluster
da educação ambiental: do eu isolado ao nós coletivo In: Escola, comunidade e educação ambiental. Reinventando sonhos, construindo
esperanças.1 ed.Cuiabá: Secretaria de
Estado de Educação SEDUC, 2013, v.1, p. 15-29.
8. SATO, Michèle. Consumo e sustentabilidade In: ARAÚJO, M.I. (Org.) Sustentabilidade: consumo e cidadania.1
ed. São Cristovão: edUFS, 2013, v.1, p. 11-18.
9. SATO, Michèle. Pot pourri da ecologia de resistência
In: SORRENTINO, M. et al (Orgs) educação
ambiental e políticas públicas: conceitos, fundamentos e vivências.1
ed.Curitiba : Appris, 2013, v.1, p. 461-484.
1 CHAPTER
ACCEPTED TO BE PUBLISHED
NORA, Giseli; SATO, Michèle. Paisagens
Culturais e Naturais de São Pedro de Joselândia – Barão de Melgaço – MT. In:
ROSSETTO, Carmem. Pantanal Mato-grossense: Dinâmica Agrária e Conservação da
Biodiversidade. Cuiabá, edUFMT, no prelo.
3 FULL
ABSTRACTS ON CONGRESS
1. NORA, G. D.; GOMES, G. R. N. S. A Educação Ambiental e a Formação de
Professores do campo: O diálogo entre a educação e a Pesquisa. Seminário de Educação 2013 (anais).
http://semiedu2013.blogspot.com.br/p/trabalhos-aprovados.html
2. MANFRINATE, Rosana e SATO,Michèle: As mulheres de São Pedro de Joselândia: suas
identidades nas águas da educação ambiental. Trabalho
Completo. Seminário de Educação – UFMT. EDUCAÇÃO E
(DES)COLONIALIDADES DOS SABERES, PRÁTICAS E PODERES . ISSN: 1518-4846. Divulgação Digital.
3.
KAWAHARA, Lucia S. I.; SATO, Michèle. Educação
ambiental e a temporalidade pantaneira: serviços ecossistêmicos nas festas
de São Pedro de Joselândia. SEMINÁRIO EDUCAÇÃO – UFMT
– 2013 - EDUCAÇÃO E (DES)COLONIALIDADES
DOS SABERES, PRÁTICAS E PODERES (anais).
ISSN: 1518-4846
1 SCIENTIFIC DIFUSION
KAWAHARA, Lucia S. I.; SATO,
Michèle. Aprendizagem transgeracional nas Festas Tradicionais de Outono (Akimatsuri)
do Japão: um olhar da Educação Ambiental. Japan Foundation – São Paulo (05/09/2013).
2 POSTERS
1. NORA, Giseli; SATO, Michèle. A
pegada ecológica e o consumo de carne em São Pedro de Joselândia (MT). Simpósio de Políticas Públicas de Educação Ambiental (anais). Piracicaba: ESALQ-USP, 2014.
http://simposioppea.wordpress.com/trabalhos-aceitos/
2.
KAWAHARA, Lucia S. I.; SATO, Michèle. Educação Ambiental e Serviços Ecossistêmicos na
Comunidade Pantaneira de São Pedro de Joselândia. Simpósio de Políticas
Públicas de Educação Ambiental (anais). Piracicaba: ESALQ-USP,
2014.
http://simposioppea.wordpress.com/trabalhos-aceitos/
1 PHOTOGRAPHY EXPOSITION
João
Quadros has started his research with photography under INAU project when he
was 14 years old, in the year 2011. This year he was invited by Sesc Arsenal to
2 months photography exposition, about his studies of canoe in Joselândia.
http://www.ufmt.br/ufmt/site/noticia/visualizar/16470/cuiaba
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