Towards planetary citizenship: the contribution of dialogical planning in the construction of democratic schools

Abstract:

This article seeks to present a critical and reflective analysis of the construction process of Dialogic Ecopedagogical Planning (DEP), in tandem with the Pedro Ernesto Municipal School, in Rio de Janeiro, for the collective implementation of an agroecological and pedagogical garden, developed from May 2021 to December 2022, in the pandemic context of returning to in-person classes after the isolation due to Covid-19. The methodology was centered on action research and complemented by participant observation, conversation circles, and collaborative mind mapping. As for data collection, the systematization of the researcher's experiences and perceptions were recorded, while semi-structured interviews and conversation circles focused on evaluation. The results were presented and discussed in four dialogic planning cycles, all developed in-person at the school. The potential scope of the DEP was observed in terms of competence, abilities and specific pedagogical objectives of the school curriculum, as well as the transversal aptitude of learners and educators; contributions to stimulate cognitive, affective and psychomotor domains in students; and community engagement and mobilization at different scales. In conclusion, the research revealed the potential of the DEP in building democratic public schools towards planetary citizenship.

Keywords:
critical environmental education; ecopedagogy; school garden; public school; school-university partnerships