Ecosofias e práticas de sustentabilidade em escolas da educação básica no Brasil e na Austrália

Abstract

This research takes the concept of ecosophy coined by Felix Guattari (1989) and tries to focus on two different realities, Brazil and Australia, and does not refer to its object of research: how schools recorded or not with official programs proliferated subjectivation processes through sustainability practices. This study, inspired by cartography, is based on narrative research by Hart (2003, 2005) and Tristão (2013) without using interviews such as cartographic management, seeking to follow movements that translate in a way that implemented schools and basic sustainability practices in Espirito Santo (Brazil) and Victoria (Australia). Individual or group interviews, conversations and meetings were carried out with the participation of teachers responsible for sustainable practices, principals / assistant principals, pedagogues, parents of students, and students. The political bet of these schools that work with sustainability practices proliferates processes of subjectification against the exhausted production initiated by the capitalistic machine it employs or the educational system. These sustainability practices, such as those called ecological practices, produce agencies and openings to activities. The understanding is that a school that identifies references of ecologies in the aesthetic world raises ethical processes of creativity. These creative processes introduced ethical responsibility in each movement, as nothing is given, and the success of the process and its objective are never guaranteed. This research understands that the ecological practices generate a network of affections and agencies in an opening of activities, potentializing networks of solidarity that emerge from the practices of the people in these schools, permeated with multiplicities in the woven social relations.