Tecnologia social de saneamento e ensino integrado: processos formativos para sustentabilidade em uma comunidade ribeirinha amazônica

Abstract

This dissertation analyzes the integration between critical environmental education and social sanitation technologies in an Amazonian riverside community, focusing on the development of participatory educational processes aimed at promoting socio-environmental sustainability. The research was carried out in the Maria Petrolínia do Porto Ceasa community, located in Belém, Pará, Brazil, involving the implementation of a demonstration unit composed of a biodigester septic tank and a constructed wetland system, associated with pedagogical workshops structured according to the Three Pedagogical Moments (TPM) — initial problematization, knowledge organization, and knowledge application — articulated through a contextualized didactic sequence. The methodology is characterized as qualitative, based on participatory action research and case study approaches, using participant observation, the application of a multidimensional questionnaire, and the analysis of social evaluation indicators. As educational products, a practical manual and a pedagogical booklet were developed as mediation tools between technical-scientific knowledge and local knowledge. The results demonstrate advances in participants’ understanding and appropriation of social technologies, as well as a high level of acceptance of the implemented solutions and educational products. The findings highlight the strengthening of socio-environmental awareness, progressive autonomy, and community protagonism, in addition to the intention to use and maintain the implemented technologies. It is concluded that the integration between critical environmental education and social sanitation technologies constitutes a viable strategy for addressing sanitation vulnerabilities in Amazonian riverside communities, contributing to the promotion of health, sustainability, and socio-environmental justice.