A educação ambiental e a educação química: potencialidades no processo de interação entre a escola e a universidade por meios dos estágios curriculares supervisionados

Abstract

In the present work of Completion of Chemistry Course - Degree of the Federal University of Fronteira Sul, Campus Realeza, we seek to understand the contributions of the school garden theme in Environmental Education, in the appropriation of scientific knowledge in Chemical Education, in a historical perspective and documentary analysis in New Chemistry magazine at School (QNEsc). The research process was organized in four stages: [1] documentary and bibliographical research in the Química Nova na Escola Journal (QNEsc) in all editions of the magazine, from 1995 to 2018, with the following search keywords: (a) the school / community garden, (b) environmental education and (c) chemical education; resulting in 54 articles, which generated qualitative data bringing together some elements of discourse analysis and content analysis [2] discursive information analysis through Discursive Textual Analysis (ATD proposed by Moraes and Galiazzi (2007), where eight categories emerged, The following are: Contextualized Teaching, Chemical Concepts, Environment and / or Environmental Education, Experimentation and / or Experimental Activities, Teaching Games and Alternative Materials, Teacher Training, Literacy and Scientific Literacy, and CTS Approach. [3] of analysis, by grouping and affinity between categories, emerging three new categories: (a) Scientific Literacy in teacher education: building new landscapes of life and knowledge, (b) Looking for Chemical Education and Science outside the classroom: rethinking our view of the relationship between society and nature, and (c) Working as a team: transversality in the process of teaching and learning and [4] metatext construction and writing, in which we choose and argue in favor of the construction of the metatext of category (a), ie, Scientific Literacy in teacher education: building new landscapes of life and We understand in this research process that Scientific Literacy is essential in the process of appropriation of Environmental Education and, especially, in Chemical Education, which occurs both in the space of school, university and community.