Construindo pontes entre a educação científica e a educação ambiental na prática docente

Abstract

Scientific and technological advances put the world at a rapid pace of constant change. We believe that education is able to keep up with these changes, considering the professional activities in the training of thinking citizens, as long as there is innovation and strengthening of pedagogical practices in the maintenance of the interest and stimulation of the students to new looks and different perspectives of the world. Students need to feel provoked and start from doubts, questions, problems and challenges to understand the physical, cultural and social environment in which they are inserted. To this end, we must seek means and strategies aimed at a more critical scientific education for society as a whole, considering that the main route for this search is through a quality science education. Several alternatives can be known in Ciência Jovem, an International Science Fair that brings together works from all Brazilian states and from other countries, which seeks to reveal initiatives and school projects inserted in the treatment of scientific education, such practices bring the approach in environmental education. Considering the common distance between Scientific Education and Environmental Education and the treatment of them alone, our eyes turn to the understanding of the bridges that can be established between them in school. Therefore, we take as a guideline for the research the following question: how is science education expressed in the practice of the science teacher who works with environmental education? This question guided the delimitation of the general objective to understand how science education is expressed in the practice of the science teacher who works with environmental education. In order to choose the research subject, we searched for the one who participated continuously and had works with awards in the Young Science event. We have recourse to the documentary analysis of these works, submitted to the event in the last three years - 2015, 2016, 2017; to the observations of the teaching practice in the stages of the current project; interview with the teacher and five students participating in the project. The study allowed to understand that the research is seen by the teacher as a primary factor in the student's education, because it puts him in contact with the environment and the problems that permeate him, allowing the student to think about his surroundings. Being a practice that seeks to discuss scientific education with environmental education, the study showed that these dimensions are expressed through combinations of knowledge and complementarity of knowledge and scientific and environmental contents. The strategies of collective, investigative and experimental activities to act in this environment manifested through actions, attitudes and reflections towards the medium and promoted the interaction necessary to bring knowledge closer together. The projects developed proved to be successful in creating bridges, since the transition between Science Education and Environmental Education transposed together the barriers and problems of an isolated teaching, an islanded practice.