Saturday, 12 July 2014

INAU - ANNUAL REPORT - LAB 5

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.


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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