Educação ambiental e literatura infantil: uma relação possível?

Abstract

This article aims to understand the Environmental Education (EE) and to verify the possible relationships with children's literature, as a pedagogical way to study environmental education in the Early Years of Elementary School. In order to answer the objective, it is used as theoretical references the studies about the subject, as well as official documents, which defines EE as a public policy. The methodology used was the bibliographic research of qualitative sources, with an analysis of two works of children's literature that approach the theme. First of all, it contextualizes the EE, its history and its relation with the educational environment from the official documents, with emphasis on the National Policy of Environmental Education - Law N°. 9.795, April 27th, 1999. In the sequence, it is sought to understand children's literature as a pedagogical way to study EE in the school context. It emphasizes the importance to work on this theme from the first stage of elementary education, for the children develop awareness about the preservation of the environment since the childhood. Thus, the children can be agents that propagate what they learn in school. In addition, it is possible to state that children's literature presents itself as an instrument of great value for the study of EE, in a playful and creative way.