Um olhar sobre a educação ambiental: análise dos manuais do 5º ano adotados nas escolas públicas de Pernambuco
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2014
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Com o objetivo de avaliar a contribuição dos livros didáticos das disciplinas de História,
Língua Portuguesa, Geografia e Ciências para a construção dos objetivos propostos pela Lei
n.º 9.795/99 e outros documentos dos Ministérios do Meio Ambiente e da Educação,
relacionados à educação ambiental, procedeu-se a pesquisa qualitativa, construída mediante o
concurso de conhecimentos apresentados no estado da arte quanto à conceituação e
importância da educação ambiental, a elaboração dos livros no Programa Nacional do Livro
Didático, no Brasil, bem como a utilização cuidadosa de métodos, técnicas e outros
procedimentos científicos. A partir da análise inicial do conteúdo dos livros, a primeira
categoria de análise foi Natureza, com subcategorias relativas a elementos físicos, químicos e
biológicos, desenvolvimento sustentável e desequilíbrio ambiental. As três outras categorias
disseram respeito à Cidadania, Ética e Legislação. A partir da leitura de cada livro, procedeuse
à classificação dos conteúdos abordados nas categorias, da qual resultaram sete quadros
comparativos, que serviram de base para a redação dos resultados e da discussão. Identificouse
que os textos apresentados nos textos didáticos de todos os livros analisados mantiveram
ênfase no cunho informativo, em detrimento de explicações que possibilitassem aos alunos a
compreensão e a discussão das causas e as consequências de condutas que desrespeitam os
preceitos da consciência ambiental, repousando a responsabilidade para o desencadeamento
de tais contextualizações exclusivamente aos professores. Adicionalmente, identificou-se mau
uso da língua portuguesa, bem como inadequação das ilustrações, por não manterem relação
com o conteúdo textual. Considerou-se, finalmente, que tais livros eram primários,
insuficientes para cumprir com os objetivos da educação ambiental.
In order to evaluate the contribution of textbooks in the disciplines of History, Portuguese Language, Geography and Science for the construction of the objectives proposed by the Law n. º 9.795/99 and other documents of the Ministries of Environment an d Education, related to environmental education, we proceeded to qualitative research, built with the assistance of knowledge presented in the state of the art, regarding the concept and the importance of environmental education, the preparation of the boo ks in the National Textbook Program, in Brazil, as well as the careful use of methods, techniques and other procedures. From the initial analysis of the contents of books, the first category of analysis was Nature, with subcategories related to physical, c hemical and biological elements, sustainable development and environmental imbalance. The three other categories were Citizenship, Ethics and Law. From the reading of each book, we proceeded to the classification of content covered in the categories, which resulted in seven comparative charts, which served as the basis for writing the results and discussion. It was identified that the texts presented in all analyzed textbooks kept emphasis on informative nature, rather than explanations that would enable st udents to understand and discuss the causes and consequences of behaviors that disregard the precepts of environmental consciousness, the resting responsible for triggering such contextualization exclusively to teachers. Additionally, we identified misuse of the Portuguese language and inappropriateness of the illustrations, for not keeping relationship with the textual content. Finally we considered that these books were primary and insufficient to meet the goals of environmental education
In order to evaluate the contribution of textbooks in the disciplines of History, Portuguese Language, Geography and Science for the construction of the objectives proposed by the Law n. º 9.795/99 and other documents of the Ministries of Environment an d Education, related to environmental education, we proceeded to qualitative research, built with the assistance of knowledge presented in the state of the art, regarding the concept and the importance of environmental education, the preparation of the boo ks in the National Textbook Program, in Brazil, as well as the careful use of methods, techniques and other procedures. From the initial analysis of the contents of books, the first category of analysis was Nature, with subcategories related to physical, c hemical and biological elements, sustainable development and environmental imbalance. The three other categories were Citizenship, Ethics and Law. From the reading of each book, we proceeded to the classification of content covered in the categories, which resulted in seven comparative charts, which served as the basis for writing the results and discussion. It was identified that the texts presented in all analyzed textbooks kept emphasis on informative nature, rather than explanations that would enable st udents to understand and discuss the causes and consequences of behaviors that disregard the precepts of environmental consciousness, the resting responsible for triggering such contextualization exclusively to teachers. Additionally, we identified misuse of the Portuguese language and inappropriateness of the illustrations, for not keeping relationship with the textual content. Finally we considered that these books were primary and insufficient to meet the goals of environmental education
Descrição
Orientação: Óscar Conceição de Sousa ;
co-orientação: Márcia Karina da Silva Luiz
Palavras-chave
EDUCAÇÃO, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO AMBIENTAL, MANUAIS ESCOLARES, DIDÁTICA, POLÍTICA EDUCATIVA, ESCOLAS PÚBLICAS, PROCESSO DE ENSINO-APRENDIZAGEM, BRASIL, PERNAMBUCO, EDUCATION, BRAZIL, PERNAMBUCO, ENVIRONMENTAL EDUCATION, TEXTBOOKS, EDUCATIONAL POLICY, STATE SCHOOLS, TEACHING-LEARNING PROCESS, DIDACTICS