TERRITÓRIOS DA EDUCAÇÃO AMBIENTAL: RESUMO DE ESTRATÉGIAS E EXPERIÊNCIAS EDUCATIVAS DE CENTROS DE RECONDICIONAMENTO DE COMPUTADORES

Abstract

This article presents the main results of a study on the strategies and experiences of environmental education carried out by the network of Computer Reconditioning Centers (CRC) of the Computers for Inclusion Program, focusing on their relationship with space. The study, with a qualitative approach and exploratory-descriptive design, used documentary research as its main methodological procedure research. The analysis was carried out in two stages. The first, to get closer to the research object, was carried out by adapting the cartography of environmental education currents proposed by Lucie Sauvé. The second took as its categories of analysis references from Miltonian geography and the bibliography on Educating Cities, in which we sought to compose a theoretical-methodological framework to understand the relationship that this CRC network establishes with the different territories where it operates. From the systematization exercises carried out, it was possible to identify and describe the different approaches to environmental education carried out in this network. The intentions and actions expressed articulate two major challenges: the CRCs' action on socio-spatial inequalities and their confrontation with the logic of socio-digital exclusion. Environmental education, as a field of knowledge and a field of educational action in contemporary Brazil, needs to deal with processes of exclusion engendered in the technical-scientific-informational environment by a logic of production that is not at the service of life. Through different strategies, environmental education actions in CRCs invite young people and adults to take ownership of learning, knowledge and spaces, giving new meanings to their territories.