Tesis
A água e a cartografia do imaginário nos climas de três territórios geográficos
Fecha
2018-03-02Registro en:
NORA, Giseli Dalla. A água e a cartografia do imaginário nos climas de três territórios geográficos. 2018. 177 f. Tese (Doutorado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2018.
Autor
Sato, Michele Tomoko
Pazos, Araceli Serantes
http://lattes.cnpq.br/8405773874149942
http://lattes.cnpq.br/9264997837722900
Sato, Michele Tomoko
034.563.248-63
http://lattes.cnpq.br/9264997837722900
Maciel, Cristiano
681.956.560-72
http://lattes.cnpq.br/5234437367053668
034.563.248-63
Mansilla, Débora Eriléia Pedrotti
569.620.701-44
http://lattes.cnpq.br/7018286591963865
Senra, Ronaldo Eustáquio Feitoza
054.607.106-69
http://lattes.cnpq.br/9139475718201089
Kawahara, Lúcia Shiguemi Izawa
116.671.818-23
http://lattes.cnpq.br/4549268370056849
Zamparoni, Cleusa Aparecida Gonçalves Pereira
648.663.438-34
http://lattes.cnpq.br/8370857241133866
Institución
Resumen
The bridges symbolize dialogue, and I have tried to build several bridges in the construction of the
thesis, such as the relativization of the ISOLATED-I to group research through a COLLECTIVE-US, as
well as the essence of geography, now impregnated with pedagogical cultures in the experiences,
research and awareness of environmental education. This research is based on the principles of
climate justice, including the different perceptions about the climate in 3 different territories, which
had characteristics of fresh water, salt water and water scarcity. For these contexts, small
geographic territories were privileged: in the Mato Grosso Pantanal of abundant freshwater bodies
[farmers / farmers of São Pedro de Joselândia]; in the Cerrado of the Brazilian Midwest already with
water scarcity [farmers / farmers of the quilombo Mata Cavalo]; and in the northern and maritime
portion of Spain [fishermen and seafarers living in Galicia]. Listening to stories and telling others, I
tried to build more bridges of dialog between environmental education and climate justice,
dimensions that are quite absent in studies on climate change, especially in the global milestones
proposed by the United Nations. The methodology of this work is the Sato´s Cartography of the
Imaginary as a guide for the course of research and political positioning. The methodology adopted
is a way of interpreting the phenomena, for understanding that the ideological choices are not
neutral, elucidating the research territories in detail with case studies, dialoguing about experiences
and experiences. In the cartography of the results, the scarcity of water is perceived by the Pantanal
inhabitants as a threat of the plantations, since the change in rainfall regimes has already been
forging changes in the landscapes of fresh water. In the bridges built in the Cerrado (savanna), the
increase in temperature and the scarcity of drinking water are the climatic injustices that also affect
the gardens, in addition to changing eating habits and health problems. I also observed that access
to water is linked to the Hick and Artesian wells, and that, soon, may further aggravate the social and
environmental conflict already existing in the locality. The quilombo Mata Cavalo (community of
black descendant slaves) has other dilemmas related to the ethnic-racial condition, which further
intensifies the management situation of its territories. I also discuss the impressions about Galicia,
salt water territory that I had the opportunity to explore during the doctoral “sandwich” (part time
oversea PhD). I learned about "fishing gear", species-specific fishing practices, and how the
vulnerability of fishermen and sea workers is present when we explore climate change. Access to
potable water is not yet a concern, however they are worry about changes in ocean. At this point,
my perceptions show the phenomenon of climate change and its impacts on a local scale, identifying
three levels of vulnerability: a) scientific and pedagogical - for understanding and communicating
what climate change is and what they represent; b) physical and environmental conditions - related
to access to water, changes in temperature as well as changes in rainfall regimes, and c) public
policies - with broad social inclusion, including nonhuman lives. This research supports the thesis
that, far beyond the proposals of adaptation and resilience, it is urgent to understand the unequal
development generated by consumption models. For this reason, the research recognizes the need
to change the system, not the climate. I believe in the power of environmental education to promote
resistance against a society that exploits nature to its exhaustion, amalgamated by the hope of the
peoples' well-being and the care of their environments.