Trajetórias formativas docentes: o que significam professoras em diálogos cogenerativos sobre hortas escolares

Abstract

School gardens can be a means for a didactic treatment of Environmental Education in a critical and emancipatory way, problematizing environmental injustices, human-nature relations, different ways of life and knowledge. In this perspective, considering the importance of the educational process in social transformation and in the struggle against naturalization and invisibilization of social and environmental inequality, the present study intends to answer the following research question: How are formative trajectories signified by teachers involved in Formative Meetings and potentiate new pedagogical places for the vegetable garden at school? In order to answer this question, the objectives of this research are: to discuss how to move the senses of teachers, in a formative process, in the dialogue with their peers and with farmers, on the pedagogical use of school gardens; to understand how the experiences of the personal and professional trajectory of the teachers are related to the work with the school gardens; to analyze how the hegemonic (and agribusiness) and counter-hegemonic discourses (of agroecology, food sovereignty, environmental justice and environmental education) that emerge in the Formative Meetings are materialized in the teaching discourse on school gardens. The Formative Meetings were planned and executed in an extension project of the Group of Studies and Research in Environmental Education. In this research, the constructed data will be analyzed through the Critical Discourse Analysis, starting from the reference of Norman Fairclough. By means of this theoretical-methodological reference it is possible to understand the teaching practice regarding the school gardens and their formative potential in front of the five meetings held. The discourses of the teachers, both those composing the interviews and the ones that make up the meetings, were analyzed and categorized into three thematic axes: experiences in/with the school garden; teaching memories related to the school garden; and knowledge gained from the Formative Meetings. Through these axes, I discuss how the teachers' discourses insinuate the environmental conjuncture and relate to important educational reflections on the potential of the school agroecological garden. The analyzes allowed me to conclude that the Formative Meetings influenced the transformation of the way of looking at the garden, making it more attentive and more sensitive, indicating that this is the first step to try to break with the capitalist logic.