Educação Ambiental em diferentes contextos do Ensino de Ciências no Ensino Médio: pesquisas, livros didáticos e documentos curriculares oficiais

Abstract

The herein qualitative research has a bibliographic character and covers a study performed in research from Instituto Brasileiro de Informação em Ciência e Tecnologia (Brazilian Institute of Information in Science and Technology) (IBICT); the Integrating Projects Textbooks (LD); the Base Nacional Comum Curricular (National Common Curriculum Base) (BNCC) and Referencial Curricular Gaúcho do Ensino Médio (Gaucho’s CurricularReferential for High School) (RCGEM) on what comprises the Environmental Education (EA). The general objective concerns the investigation of how EA is contemplated in the research, in the LD of the Integrating Projects in the CNT and the national curricular documents, comprehending the interrelation among these studies. The specific objectives dealt with are 1) analyze thesis and dissertations from IBICT in attention to: “EA, LD, Sciences and Curriculum”, having as basis three political-pedagogical macro tendencies of EA described by Layrargues and Lima (2014); 2) analyze the LD of Integrating Projects in the CNT area focusing on EA; 3) investigate in the BNCC and in RCGEM: “Environmental Education” and “environmental” based in the macro tendencies of EA again, also 4) understanding how the interrelation among the curricular documents happen, and the LD of Integrating Projects and IBICT research that are focused on EA. The results point out, in the IBICT researches, focused on the EA conceptions, the debates and discussion in the context of school, and EA development in parts of school subjects, mainly in the criticEA perspective, as knowledge building through interaction is much needed among the teaching/learning subjects related to the social, cultural, political, technological and environmental issues. Now the research turned to the LD, point out the lack of environmentalthemes and when present, they are shown in fragmented, de-contextualized ways. While in the LD of Integrating Projects, the EA presence is observed. It is verified that they bring reading, research, teamwork and reflection activities about the theme, being capable of enabling the citizen awareness about the environmental and quality of life questions. In the curricular documents, EA was found six times in the RCGEM, while in the BNCC it is shown only once, in the introduction. The RCGEM focuses on the importance of the socioenvironmental education at school, on environmental conservation, conscious consumption and sustainability, characterizing this focus in a critic perspective. However, it was found in the Linguistics, Natural and Social Sciences areas, but not found in areas such as Mathematics, a document that presents the EA even slightly. Finally, in the study that sought to verify the interrelation of EA in the three corpus, it was observed that it is presented in different contexts. In the researches from IBICT related to LD (by curricular component) a lack of the EA theme was identified. While in the researches of IBICT, the majority is under the conservative conception, while in the LD of Integrating Projects, the EA themes are in all of the LD, being approached by the critical perspective, being part therefore of a textbook for EA work, as well as, an important resource for supplying the lack of this theme in the official curricular documents. Or that it even requires time and space from the professors in planning the faculty action, otherwise, it will be another ill leveraged resource at school.