Diálogos com “as margens” na construção de políticas públicas de educação ambiental climática de Salvador: o território de Pituaçú

Abstract

The present work aims to contribute to the production of knowledge about the relevance of dialogic processes with "the margins" of communities in the elaboration of public policies of Climate Environmental Education (EE). It seeks to understand the Environmental and Climate Education Program of Salvador as a possibility of a policy against socio-environmental oppression and injustices and the dialogue with "the margins" of the communities as an important aspect in the construction of public policies for EE. The work is classified as a qualitative research of single case study type, which uses integrated units of analysis, combining data collection instruments, such as: analysis of articles, texts and books, document analysis, photography and participant observation. It is concluded that in the process of building EE public policies, it is necessary to "look from the margins", breaking the vicious look at only what is missing in these spaces and groups and paying attention to what they produce to confront Climate Change (CC). In the case study of Pituaçu's territory, it was possible to observe activities involving art education and EE. The dialogue and playing in the territory become important aspects for an EE that values the self-esteem of the groups that are "on the margins", their ancestry and reconnection with nature, thus promoting the strengthening and engagement of the community. Furthermore, different social actors in the territory already contribute to the formulation and implementation of public policies, articulating themselves in networks, although they can be enhanced by the State. Therefore, it is recommended the confluence of the educational activities of the territories already carried out by the communities in the Environmental and Climate Education Program of Salvador.