Social pedagogy, perspective for a socio-environmental conflict resolution

Abstract

This article describes the experiences of socio-environmental conflict resolution between the companies involved in the management of reservoir Tominé and the peasants from the surrounding villages, who used to graze their cattle on the banks of it, contributing to its deterioration and getting poor results in the livestock production. Since this is a valuable experience, it is considered interesting to systematize the way conflict resolution in both the experience from social pedagogy, carrying out a research within the framework a case study, qualitative method assumed as the most appropriate for studying the ecological, social and economic impact emanating from the results of this process. It also highlights the diversity of interests of the players who managed to arrange common alternative solutions.

For this purpose were used as data collection instruments, surveys, interviews and workshops that allowed an approach to the actors involved in the process and obtain the information required to support the case.

The study allowed us to demonstrate the knowledge acquired from throughout the whole process by the community and company participants and the teachings on environmental education and community participation, key factors in conflict intervention and resolution of conflict social-environmental conflict. Therefore, it was possible to recover an ecosystem, thereby staging the incalculable value of social pedagogy to ameliorate production within the confines of a sustainable development.

Similarly, it was found that the training approach developed by the companies, took shape in autonomous processes of community building that paves the way to talk of a pedagogy that is socially constructed from the dialogue of knowledge and recognition of the practices and their ability to transform.