Uma análise de aspectos da educação ambiental crítica e da ABP em livros didáticos de ciências do 9° ano do ensino fundamental aprovados no PNLD 2020

Abstract

We are experiencing a socio-environmental crisis that is the result of several factors, including the current economic model in society. Therefore, it is important to develop educational practices that help in the formation of critical and autonomous citizens, who are prepared to act in a meaningful way in society, thus promoting real and significant changes. In this sense, the role of Environmental Education is highlighted from a critical perspective, as an alternative to face the challenges of the civilization crisis in the search for a socio-environmentally just society. In this work, we sought to understand how the methodology of Problem-Based Learning (PBL) can help in this process, since it is an active methodology that seeks solutions to real problems. In addition to the PBL, the school also has resources that contribute to the student's training process, one of which is the Didactic Book (LD), which is guaranteed for all students and is often the only resource available, so it is important to understand how the textbook also acts in the formation of these subjects. In this way, the present work aimed to characterize issues that address themes/content of environmental education presented in science textbooks of the 9th grade of elementary school, approved in the PNLD of 2020, based on the perspective of EA-Critic and the PBL. This qualitative study used a description and interpretation process in order to understand the investigated object of study. The Textbook Guide was used to select the works of the Science curricular component most distributed in 2020, from this data, the works that claimed to use the PBL methodology in their content were chosen. For the analysis criterion, the work with the thematic unit Life and Evolution was determined, which encompasses two skills destined to the environmental theme defined by the National Curricular Common Base. The thematic units that involve discussions on aspects/themes of environmental education (content/issues of a socio-environmental nature) in the 9th grade textbooks were analyzed based on categories delimited from the theoretical foundation of the research. Two textbooks belonging to two distinct collections, LD1 and LD2, were analyzed. It was observed that both works bring in their content issues of environmental bias, however, the criticality of these issues are still quite implicit. In addition, LD1 did not bring in its questions/activities the application of the PBL methodology, before that, a problem was created in PBL in which it was possible to apply such methodology. On the other hand, LD3 brought a problem in PBL, which means a great advance in pedagogical practices. Therefore, the results of this research led us to reflect on the importance of research in EE-Critical, methodology in PBL and textbook, and how they can act in basic education in favor of an innovative, creative and quality education.