Ecoletramento e desenvolvimento sustentável: o Movimento Escoteiro na Reserva Estadual Ponta do Tubarão

Abstract

Reading and writing, historically, seem to have their legitimacy limited only to the school institution, to the point that many literacy practices carried out outside it are socially invisible, especially when their agents are also. However, in the graphocentric society in which we live, the numerous forms of interaction established through language are increasingly evident, especially in spaces beyond school. Considering that we are subjects of knowledge and that our relations with the world are based on exchanged actions reading, writing and orality, this work aims to establish a profitable dialogue between the literacies constituted in the Scout Movement, specifically in the Scout Group of the Sea Alferes Cassiano Martins (GEMACM), and the community in which it is inserted, which is Barreiras, district of Macau, in the countryside in the State of Rio Grande do Norte. Inserted in the context of the Ponta do Tubarão State Sustainable Development Reserve (RDSEPT), our general research objective is to understand how literacies outside the school context can interact with school literacy and contribute to sustainable development in RDESPT. To this do so, we seek, as specific objectives, to identify types of (re)-constructed literacies in scouting activities that enhance a critical and integrated formation to the environment and reflect on interrelations that can be established between formal and non-formal educational agencies, such as the school and the Scout Movement. From a qualitative approach, we assume in this study the perspective of strengthening research, from which we developed a Literacy Project focused on Ecoliteracy, starting from an important environmental problem for the members of the GEMACM and for the other residents of the community, which was the undue dumping of cooking oil into the soil of the reserve. Theoretically, we based the research on the studies literacy and environmental studies addressing issues related to environmental education, sustainability, scientific literacy and e ecoliteracy. From the discussions emerged from this study, as a result of the actions developed through the Literacy Project Preserving our RDSEPT: conscious disposal of cooking oil, we were able to incarnat different events and ecoliteracy practices carried out by the Scouts, such as conversation wheels meetings, internal formations, workshops, among others. In the Literacy Project, such events and practices mobilized a set of knowledge related to the scientific, digital, school, civic, family, critical literacy and ecoliteracy. With this, we highlight the imminent need for integrative actions between formal and non-formal teaching-learning spaces, so that meaningful dialogues aimed at critical, emancipatory formation can be established in favor of sustainable environmental education, thus favoring ecoliteracy practices inside and outside the school space.