This research relates to a case study entitled "Education and Biodiversity Conservation: A
Case of freedom in the school context Extractive Reserve Terra Grande Pracuúba". Extractive
Reserves (MER) is a modality of Nature Conservation Units (NCU), fractions of national
territorial space legally instituted by the government as a protected area under special use. In
the context of these UCNs the Extractive Reserve is in a genuinely Brazilian management
category, born of the struggle of rubber tappers in Acre in the 1980s and spread to other
biomes in Brazil. In his historical process for the realization of their demands, it is observed
the confrontation of traditional populations living in these territories by the achievement of
rights, and education as a key element in the process of coping and overcoming difficulties
and battles fought for freedom and achievement of fundamental rights. In this context,
education is still one of their most obvious problems that need urgent resolutions. This study
aimed to develop a critical analysis of education accessed by traditional populations residing
in the school context RESEX Terra Grande Pracuúba, considering its design, the
environmental reality of these populations and objectives of an Extractive Reserve ". The
study is of fundamental importance for the explanation of problems of residents in RESEX
extractive populations and their understanding of education as a possibility of freedom,
considering their history of dispossession and exploitation of capitalist society itself. This
case study aims to be a reference to support the analysis of the reality of other protected areas,
especially RESEX across the country, by their similarities. The present discussion is limited
in debates on School Education Units for Nature Conservation, with the locus Extractive
Reserve Terra Grande Pracuúba - TGP RESEX, located in the archipelago of Marajo, between
the municipalities of Curralinho and São Sebastião da Boa Vista in the state of Pará.
Methodologically the research was configured as a case study with epistemological
contribution of historical and dialectical materialism, enabling the analysis from the historical
process and the clarification of its contradictions and conflicts. It was concluded that
education, the way it currently presents inside the RESEX TGP is distanced from the process
of realization of social and environmental goals of the demarcated area, being unable to
contribute to the historical reality of extraction in the quest for transformation of lived reality ;
finds himself distancing of education offered in relation to their effective right to education
and respect for diversity, their way of life and the relationship established with the space and
with the goals of the conservation unit. Education in RESEX moves away from the very
conception of community that sees education as a mechanism for freedom. Education
established in place needs to move forward in ensuring the right to education in various levels
of education and implementation of education policy and the field of environmental education
itself, needing to establish a systematic dialogue between school education and environmental
management towards favoring the intervention of these populations in the process, the
transformation of your reality and your understanding to ensure its maintenance in the
territory and consequently biodiversity conservation.
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