Participatory action research (PAR) and environmental education (EE): a Mexican experience with teachers from a primary rural school

Paredes-Chi, Arely Anahy; Alva, María Dolores Viga-de

doi:10.1080/13504622.2020.1788515

Cited by 3 publications

(1 citation statement)

References 29 publications

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“…In Latin America, Freire e Fals Borda experiences with participatory research deeply influenced PAR (Streck, 2013). It has been applied in different areas including education, environmental learning, health, social work and feminist studies, with focus in the emancipation of historically unprivileged groups (Ballard & Belsky, 2010;Barbera, 2008;Fine & Torre, 2019;Kjellström & Mitchell, 2019;Paredes-Chi & Alva, 2020).…”

Section: Environmental Education (Ee) Activitiesmentioning

confidence: 99%

Rural Children’s Representations of the Land

Giron

Ferraro

2022

AQUADEMIA

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In this study, we investigated children's representations of the land while they participated on a place-based environmental education program in a Brazilian rural school. Environmental education activities aimed to foster a critical understanding of children's contextual reality as residents of a rural settlement associated with the Landless Workers' Movement (MST). We focused our analysis in the representations of the land, due to the symbolism it carries for farmers and activists for agrarian reform. From the analysis of the materials produced in the activities and the field notes of participatory observation, we identified three categories in children's representations: (I) land as the provider, (II) land as home and (III) land as the biodiversity. In these categories, we observed children understand land as a constituent of their contextual reality. These results reinforce the pedagogical potential of interacting with land, particularly in the development place attachment and proenvironmental place meanings.

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