Educação ambiental decolonial: perspectiva para construção decolonial em território paradigmático de hegemonia colonial

Abstract

Environmental education, as a product of our modern society, presents a series of biased paths in paradigmatic terms. Thus, some researchers of decoloniality will fervently criticize the need to seek alternatives to the hegemonic social paradigms that epistemologically and theoretically directs the environmental education, especially regarding the capitalist objectifications of development and sustainability. Therefore, the research presented here sought to find alternative paths through decoloniality, with reference to field studies and research that focused on the experience of native people, to develop educational repertoires on environmental education, proposing that even within the territories of colonialist hegemony the elaboration of decolonial paths is possible, as will be presented mainly in the third article of the dissertation, with the transcription of the experience report as a volunteer of a socio-environmental NGO in exchanges with native people. It is a text prepared in multipaper format, resulting in three articles that follow a systematic logic to achieve the objectives and discuss the proposed theme.