Socio-environmental conflict as a motto to critical environmental education

study about a context of environmental conflict in the Baixada Fluminense

Abstract

This article reflects, above all, an activity aimed at what we intend to
constitute regarding Critical Environmental Education (EA-Critical) in the
classroom, antagonizing what would be a Conservative Environmental Education
(EA-Conservative). While the first considers the perspective of the conflict of
interests within a class-based society, the second interacts only with the
informational issues provided at school, without links to the existing social problems,
that is, it is not enough to develop an effective thought of care with the environment
by the students. For this purpose, a socio-environmental conflict located in Duque de
Caxias was used, which considered the residents of a Conservation Unit and the
public authorities at this time. Our study goes through the context of injustices, very
common in conflicts, assuming that students, when inserted in a practice that shows
economic and power differences, can use it in their training and build ways of
solving problems when presented in this way. The participant research here was
constructed, through interviews with those involved in the conflict with the effective
participation of the students, they built a question script and stayed inside the
conflict, also contributing to the analysis. Finally, students sought possible solutions to the conflict, considering studies on environmental causes, on the discoveries and
exchanges made by the teacher in the interaction with students (outside and inside the
classroom), which led to a Critical Environmental Education in the classroom.