Desenvolvimento sustentável nos livros didáticos de Biologia

Abstract

This study shows us the conceptions of sustainable development in school books. Because of it’s importance, we analized in biology books corresponding to the third year of secondary school if their approachs are correct based, on the references of Brundtland report and the National Curriculum Parameters (PCN). Where we found the theoretic support to the analysis of our study object, starting with following question: how do school books present sustainable development concept? Concerning the methodological approach, we have adopted the interactive method (OLIVEIRA, 1999), that privileges the method of content analysis according to Bardin (1977), as well as the hermeutic-dialectic analysis by Mynayo (1996). Were selected twenty-nine books, but only eight of them could be analyzed, because only them contained the sustainable development concept. As a result of this study, we confirmed the hypothesis that gave origin it: the sustainable development concept is treated in a reductive way and a bit evidenced in biology school books used in the third year of the secondary school. As a suggest, we offer some contributions to secondary school teachers and students, in order to facilitate the teaching-learning process concerning environmental questions awareness. Those suggestions aim to reach a possible change of values, attitudes, and pedagogical practice that should allow a healthy relationship between human beings and nature in order to achieve a better life quality for contemporary society and future generations.