Geoparticipatory mapping: approaches for establishing participatory water management in times of water crisis using the 3P methodology

Abstract

In a context of "water crisis", one must ask: what is the role of geographic education regarding this subject matter? On the one hand, human actions have decisively influenced the incidence of factors that result in the "Crisis". On the other hand, contradictorily, non-actions have also contributed in leading to it. How? “Non-actions” comprise estrangement and lack of participatory processes within schools, from the consciousness about the dynamism of territories – encompassing waters – to the involvement of people in territory management decision-making. Pedagogical immobility, thus, contributes to this scenario. In this sense, we present a methodology to address issues related to the discussion and analysis of drainage basins by means of a set of geographic educational practices: 3P: recognize Problem (1P), observe Potentiality (2P) and see Possibility (3P). As a result, we analyze challenging issues related to the time of application, infrastructure, and the gap between geographic and technological knowledge. 3P has educational potential, not only for aiding in the understanding of spatiality and the dynamics of the hydrographic territory, but also in building a critical view of its transformations.

Keywords: Geoparticipatory mapping 3P, Geography, water management.