Tesis
O esvoaçar de lembranças no pouso de lutas socioambientais de mulheres negras
Fecha
2019-02-08Registro en:
SOUZA, Cássia Fabiane dos Santos. O esvoaçar de lembranças no pouso de lutas socioambientais de mulheres negras. 2019. 290 f. Tese (Doutorado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2019.
Autor
Sato, Michele Tomoko
Silva, Michelle Tatiane Jaber da
http://lattes.cnpq.br/8921793262672558
http://lattes.cnpq.br/9264997837722900
Sato, Michele Tomoko
034.563.248-63
http://lattes.cnpq.br/9264997837722900
Torres, Glauce Viana de Souza
496.700.001-06
http://lattes.cnpq.br/0968514180244659
034.563.248-63
871.994.831-04
Nora, Giseli Dalla
973.183.371-49
http://lattes.cnpq.br/3962327129528553
Santos, Rita Silvana Santana dos
633.371.005-97
http://lattes.cnpq.br/9613172590740329
Marcomin, Fatima Elizabeti
417.409.639-20
http://lattes.cnpq.br/1185445232833748
Pérez, Bárbara Yadira Mellado
073.113.421-47
http://lattes.cnpq.br/5301235642296561
Institución
Resumen
This research is part of the project "International Network of Researchers in Environmental
Education and Climate Justice (REAJA - Fapemat)", which assumes five major research goals in: i)
climate justice; ii) culture of local dimensions; iii) capacity building processes; iv) communication
and art; v) public policies. The project accepts that although climate change affects all the
inhabitants of the Earth, there are social groups in more situations of vulnerability. Thus, as a
research objective, I sought to know the life narratives of 11 black women, who, although they are
mostly teachers, work in different social sectors. Through the sensitive listening of the narratives,
I required to know the forms of ethnic-racial struggles, and in what way the climatic dimension
was associated with this action. In other words, I tried to interpret the movements of these
women, and if the climatic agenda was perceived in their struggles, or if they inserted in their
daily life practices of a pedagogy that, explicitly or even veiled, are learning to build sustainable
societies. Adopting the epistemology and praxis of Gaston Bachelard and Michèle Sato, the
elements of water, earth, fire and air are the metaphors that deepen phenomenology in order to
appreciate how climatic justice is inscribed in the narratives of 11 black women. In their stories of
injustice, these people understand that race is more immediate in their challenges, yet the
environmental dimension is widely perceived in the mazes of their lives. They cite cases of
environmental racism, perceive water as a vital element in their daily lives and recognize the value
of education in the processes of building more just and inclusive public policies. In the biographies
of these women, the dimensions of militancy, gender, race, environment and education are like
paints that shade the same pedagogical fabric. They are brushes that move in the memories
painting the culture and the nature in permanent learning inside and outside the schools.
However, in global and local societies, there is a lack of scientific information on climate justice.
For that reason, I dared to frame the investigative screen participating in formative processes in
Mata Cavalo, a “quilombo” of residence of two interviewees. With the help of the artist Gildásio
Jardim, I show the processes of formation as important means of communicating the climate. I
support the thesis that environmental education can enrol in people's lives, painting screens that
denounce the injustices of situations of climate vulnerability, but above all, they are languages
that announce a hope with shapes, colours and textures that allow the relief of life.