SOCIO-ENVIRONMENTAL LITERACIES IN THE FACE OF THE ANTHROPOCENE: ECOLOGICAL ESCREVIVÊNCIAS IN HIGHER EDUCATION ESCREVIVÊNCIAS ECOLÓGICAS NO ENSINO SUPERIOR

Abstract

This study aims to understand the socio-environmental meanings that emerge from the writing of narratives produced in a socio-environmental literacy workshop in the context of the Anthropocene. Using a qualitative approach, we applied Textual Discourse Analysis (TDA) to interpret ecological escrevivências written by undergraduates in Biological Sciences and Environmental Engineering. The workshop was structured in three stages: writing as a political and sensitive act; discussion on socio-environmental literacy and the challenges of the Anthropocene; and the production of ecological escrevivências, inspired by Conceição Evaristo (2007). The narratives revealed three analytical categories: affective memory and belonging, socio-environmental critique, and nature as a place of resistance and (re)existence. Results indicate that writing enables processes of awareness, articulation between memory, body, and territory, and fosters ecological subjectivities. We conclude that integrating writing into Science Education broadens the critical and sensitive dimension of Environmental Education, favoring other ways of imagining and inhabiting the world.