Mulheres rurais e suas relações com a paisagem socioambiental: experiências ecosóficas
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2020-06
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Mazzarino, Jane Márcia
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A educação ambiental é fundamental para a conscientização das pessoas em relação ao mundo em que vivem para que possam ter cada vez mais qualidade de vida, cuidando e respeitando o meio ambiente. O contato humano com o mundo natural pode ser experienciado de modo envolvente, sensibilizador e transformador. Esta pesquisa questiona a forma como os métodos de intervenções colaborativos em educação ambiental podem afetar as relações das mulheres rurais com a paisagem socioambiental. Foram escolhidas nove mulheres rurais para uma sensibilização em educação ambiental, quando foram desenvolvidas atividades participativas de cunho reflexivo, para investigar como a interação com o ambiente natural afeta as relações subjetivas, sociais e ecológicas destas mulheres. A partir deste objetivo de pesquisa, utiliza-se como método a pesquisa-intervenção, apoiado em estudos bibliográfico, documental e de campo. A pesquisa de campo compreendeu vivências junto à natureza e entrevistas individuais e grupais, além da observação direta. Como resultados evidenciamos a emergência de paisagens socioambientais individuais e coletivas mediadas pelas três ecologias propostas pela perspectiva ecosófica. As vivências fortaleceram as relações das mulheres rurais consigo mesmas, com o ambiente onde vivem e com as pessoas que convivem. Como elementos constituintes de novos territórios existenciais, que Guattari (1990) caracteriza como novos modos de vidas humanos individuais e coletivos, a partir da articulação das três ecologias, neste grupo de mulheres identificamos como elementos subjetivos: a percepção da necessidade de investir no autocuidado, a
emersão de novos sentimentos de amizade e confiança pelo outro, maior empoderamento e organização pessoal. Como elementos sociais destacaram-se: aproximações nas relações familiares, ampliação na interação comunitária, fortalecimento das amizades, surgimento e reconhecimento de empatia, manifestação de novos paradigmas sobre convívio social. Revelaram-se como elementos ambientais: a ressignificação do espaço da propriedade, modificando o modo de cuidar da mesma, mais organização e melhoramento do entorno, o sentimento de pertencimento ao meio, excitação dos sentidos, criando com isso, maior sensibilidade ao contato com a natureza.
Environmental education is fundamental to make people aware of the world in which they live so that they can have more and more quality of life, taking care and respecting the environment. Human contact with the natural world can be experienced in an engaging, sensitizing and transforming way. This research questions how the methods of collaborative interventions in environmental education can affect the relations of rural women with the socio-environmental landscape. Nine rural women were chosen to raise awareness in environmental education, when reflective participatory activities were developed, to investigate how the interaction with the natural environment affects the subjective, social and ecological relationships of those women. Based on this research objective, intervention-research is used as a method, supported by bibliographic, documentary and field studies. The field research included experiences with nature and individual and group interviews, in addition to direct observation. As a result, we highlight the emergence of individual and collective socio-environmental landscapes mediated by the three ecologies proposed by the ecosystem perspective. The experiences strengthened rural women's relationships with themselves, with the environment where they live and with the people they live with. As constituent elements of new existential territories, which Guattari (1990) characterizes as new modes of individual and collective human lives, based on the articulation of the three ecologies, in this group of women we identified as subjective elements: the perception of the need to invest in self-care, the emergence of new feelings of friendship and trust for the other, greater empowerment and personal organization. As social elements stood out: approximations in family relationships, expansion in community interaction, strengthening of friendships, emergence and recognition of empathy, manifestation of new paradigms about social life. They revealed themselves as environmental elements: the resignification of the space of the property, changing the way of taking care of it, more organization and improvement of the surroundings, the feeling of belonging to the environment, excitement of the senses, thereby creating greater sensitivity to contact with nature.
Environmental education is fundamental to make people aware of the world in which they live so that they can have more and more quality of life, taking care and respecting the environment. Human contact with the natural world can be experienced in an engaging, sensitizing and transforming way. This research questions how the methods of collaborative interventions in environmental education can affect the relations of rural women with the socio-environmental landscape. Nine rural women were chosen to raise awareness in environmental education, when reflective participatory activities were developed, to investigate how the interaction with the natural environment affects the subjective, social and ecological relationships of those women. Based on this research objective, intervention-research is used as a method, supported by bibliographic, documentary and field studies. The field research included experiences with nature and individual and group interviews, in addition to direct observation. As a result, we highlight the emergence of individual and collective socio-environmental landscapes mediated by the three ecologies proposed by the ecosystem perspective. The experiences strengthened rural women's relationships with themselves, with the environment where they live and with the people they live with. As constituent elements of new existential territories, which Guattari (1990) characterizes as new modes of individual and collective human lives, based on the articulation of the three ecologies, in this group of women we identified as subjective elements: the perception of the need to invest in self-care, the emergence of new feelings of friendship and trust for the other, greater empowerment and personal organization. As social elements stood out: approximations in family relationships, expansion in community interaction, strengthening of friendships, emergence and recognition of empathy, manifestation of new paradigms about social life. They revealed themselves as environmental elements: the resignification of the space of the property, changing the way of taking care of it, more organization and improvement of the surroundings, the feeling of belonging to the environment, excitement of the senses, thereby creating greater sensitivity to contact with nature.
Descrição
Palavras-chave
Educação ambiental; Mulher rural; Relações socioambientais; Paisagem; Ecosofia; Environmental education; Rural woman; Socio-environmental relations; Landscape; Ecology
Citação
RÖHRS, Viviane. Mulheres rurais e suas relações com a paisagem socioambiental: experiências ecosóficas. 2020. Dissertação (Mestrado) – Curso de Ambiente e Desenvolvimento, Universidade do Vale do Taquari - Univates, Lajeado, 24 jun. 2020. Disponível em: http://hdl.handle.net/10737/2874.