(Re)construcción de la resiliencia socioecológica a partir de la educación escolar: una propuesta de sistema de indicadores

Oliveira, Maria Paula Pires de; Valdanha Neto, Diógenes; Figueiredo, Rodolfo Antônio de

doi:10.1590/1809-4422asoc01831vu27L5OA

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Original Article • Ambient. soc. 27 • 2024 • https://doi.org/10.1590/1809-4422asoc01831vu27L5OA linkcopiar

(Re)construcción de la resiliencia socioecológica a partir de la educación escolar: una propuesta de sistema de indicadores

Autoría SCIMAGO INSTITUTIONS RANKINGS

Este artículo presenta una propuesta de sistema de indicadores para verificar la percepción de comunidades escolares de instituciones de educación del campo sobre el papel de las prácticas escolares en conocimientos y habilidades que ayuden a fortalecer la resiliencia socioecológica de comunidades rurales. La investigación fue desarrollada con una escuela ubicada en la Amazonia de Mato Grosso. Los indicadores se definieron a partir de investigación bibliográfica y trabajo conjunto con la escuela, con talleres y aplicación de cuestionario. Se definieron cuatro dimensiones y catorce indicadores, los cuales fueron validados por el método 3S y aplicados en la comunidad escolar. El análisis de los resultados y de la utilidad de los indicadores se realizó con los estudiantes y el equipo pedagógico. El sistema de indicadores fue considerado apropiado para evaluar y mejorar las prácticas escolares y puede ser aplicado en otras escuelas, teniendo en cuenta eventuales adaptaciones a las especificidades locales.

Palabras-clave:
Sistemas socioecológicos; Educación del campo; Enseñanza-aprendizaje; Práctica pedagógica; Gobernanza ambiental

DIMENSION 1: LANDSCAPE DIVERSITY AND ECOSYSTEM PROTECTION
Indicator 1.1 Impact of school practices on KNOWLEDGE OF THE LANDSCAPE AND ITS DIVERSITY
For people to promote the resilience of a socio-ecological system in terms of landscape diversity and ecosystem protection, they need to be able to identify its characteristics and different constitutive elements, its heterogeneity and multifunctionality, as well as its conservation status. The indicator helps to identify whether school practices contribute to improving landscape recognition skills.
Indicator 1.2 Performance of school practices for ECOSYSTEM PROTECTION
Protecting and restoring ecosystems are essential to maintain their functions and to mitigate impacts in case of extreme events, such as floods and droughts. Additionally, valuing the place in which one lives, recognizing its importance, and preserving landscape elements are significant for strengthening socio-ecological resilience. The school can foster the development of individuals who not only interpret the protection level of a landscape, but also collaborate on it. It seeks to understand the school community’s view in relation to its own ability to verify the protection of ecosystem elements, the importance given to it and the school’s role in molding such perceptions.
Indicator 1.3 Impact of school practices for REFLECTION ON THE PEOPLE-LANDSCAPE RELATIONSHIP
Understanding the interaction and interdependence of landscape elements, the complexity of socio-ecological systems, and the impact of anthropogenic actions is fundamental in environmental governance and to address uncertainties in socio-ecological systems. Moreover, knowing environmental problems and ways to mitigate them are essential aspects for the resilience of communities. The indicator identifies whether school practices help in perceiving the complexity of people-landscape interactions, the impact of anthropogenic actions and environmental risks, as well as in developing skills to propose solutions.

DIMENSION 2: AGRICULTURAL PRODUCTION
Indicator 2.1 Impact of school practices on promoting AGRICULTURAL DIVERSITY
A community’s conservation of local varieties and knowledge of agricultural management increase its autonomy and help to address disturbances and possible needs for reorganization and renewal. In addition to the communities, the school is also a space that can provide learning related to agricultural production. The indicator seeks to ascertain whether school practices foster agricultural diversification and whether they motivate students to promote agroecology.
Indicator 2.2 Impact of school practices on the VALUATION AND STRENGTHENING OF RURAL AREAS
The engagement of young people in practices that enhance agricultural biodiversity, as well as intergenerational work that promotes mutual learning, can contribute to the valuation of rural areas and the resilience of rural communities. Additionally, the proactive involvement of youth in rural activities - whether family-based or community-oriented - plays a role in consolidating the rural community. The indicator verifies the school community’s perception regarding the school’s role in approaching, supporting, and maintaining youth in rural areas.
Indicator 2.3 Impact of school practices on INCOME GENERATION AND ECONOMIC OPPORTUNITIES
Diverse sources of income, distribution channels, and access to local markets and fairs, as well as knowledge and skills that enable the adaptation of cultivated crops, are aspects that favor financial stability and community autonomy in times of disturbances. The indicator aims to identify the role of the school in generating income and diversifying economic opportunities for students and their families.

DIMENSION 3: KNOWLEDGE, LEARNING AND INNOVATION
Indicator 3.1 Performance of school practices for DIVERSITY OF KNOWLEDGE SOURCES AND EXCHANGES
Education for socio-ecological resilience requires access to different sources of information and types of knowledge (e.g., scientific and traditional). Intergenerational interaction is also of great value in helping youth understand the relations between cultural diversity and ecological diversity and fostering trust and connection among community members. Schools can contribute to this by including different content into the curriculum or encouraging students to learn and exchange knowledge with others in the community. The indicator verifies the school community’s view regarding the school’s contribution to promoting different sources of knowledge and intergenerational exchanges.
Indicator 3.2 Performance of school practices in TEACHING-LEARNING PROCESSES
Socio-ecological resilience learning involves processes that induce long-term behavior change which can be provided by combining knowledge, practice, teamwork, and reflection. Access to various learning strategies can boost the development of skills and autonomy to continue learning throughout life. The indicator verifies whether school approaches foster autonomy for knowledge construction and behavioral changes in students. It also seeks to determine whether what is experienced at school is applied in other contexts.
Indicator 3.3 Performance of school practices in fostering INCREMENTAL INNOVATION
Incremental innovation refers to the improvement and optimization of what already exists for greater growth and stability. Examples are changes in agriculture, biodiversity management, and conservation practices, such as diversification of cropping systems, organic production, reintroduction of native species, and reforestation. The indicator helps to identify the openness and motivation of students and their families to make changes that promote the socio-ecological resilience of their communities, as well as the influence of the school in this regard.
Indicator 3.4 Impact of school practices on skills to ADDRESS UNFORESEEN EVENTS AND UNCERTAINTIES
Ability to identify risks and their causes, recognition that changes are inevitable, problem solving, decision-making, design of creative solutions, adaptation, self-organization, and self-confidence are some skills that foster resilience in situations of unforeseen events and uncertainties. Additionally, cooperation, mutual trust, and teamwork are essential for handling challenging moments. Accumulating experiences with reflective processes contributes to developing such skills and to long-term behavioral changes. The indicator aims to qualify, based on school community considerations, whether the school fosters the improvement of skills that help to address uncertainties and unforeseen events.

DIMENSION 4: SELF-ORGANIZATION, GOVERNANCE, SOCIAL EQUITY AND COMMUNITY WELL-BEING
Indicator 4.1 Impact of school practices on creating and strengthening SUPPORT AND COOPERATION NETWORKS
Establishing support and cooperation networks facilitates the exchange of materials, knowledge, skills, and experiences, which can be beneficial when reorganization and renewal are necessary. These networks also promote articulation, the establishment of trust and solidarity between individuals and communities, as well as strengthening community participation and collective actions. The indicator aims to identify the maturation of skills related to forming and articulating networks, fostered by school practices, and to verify the impact of such learning in environments outside the school.
Indicator 4.2 Impact of school practices on strengthening COMMUNITY LIFE
The effectiveness of communities in responding to risks and disturbances and in solving problems is enhanced the more they are engaged in their own issues, with the organization to address local demands and make their own decisions. The identification of problems and the collective definition of solutions, cooperation, involvement in community issues and for the common good, self-organization, autonomy, strengthening of social ties, dialogue, and solidarity contribute to this. The indicator seeks to understand how the school stimulates proactivity, stabilization of social bonds, collectivity, conflict resolution, communication and community engagement. It also maps the school community’s perception regarding the school’s work on issues such as solidarity economy, self-management, and the relation between agroecology and community life.
Indicator 4.3 Performance of school practices for UNDERSTANDING COMPLEXITY AND SHIFTS IN SOCIAL PARADIGMS
Critical awareness and paradigm shifts are aspects that influence how a system re-establishes itself after a disturbance. This relates to attitudes such as reflecting on the current governance regimes, proposing other modes of organization, and engaging to promote deeper changes in society. The indicator seeks to unveil the school community’s view regarding the importance of understanding the complexity of factors that affect and are affected by society, and to identify whether the school stimulates critical reflection concerning the world and engagement in social issues.
Indicator 4.4 Impact of school practices for promoting SOCIAL EQUITY AND COMMUNITY WELL-BEING
Communities must have autonomy and self-organize to meet their needs. For this purpose, they must establish local social and environmental governance and recognize rights and duties in relation to their territory, as well as ensure equitable relations among its members in terms of decision-making and access to education and other opportunities and resources. The indicator aims to identify the students’ involvement in promoting the well-being of communities and how students perceive the school’s influence in this regard. Additionally, it seeks to capture their perceptions regarding the environmental governance of their territories and the promotion of equity in the different community processes.

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[TFN1] Font: the authors, 2024.