A abordagem de Educação Ambiental na disciplina de Ciências: uma análise do Currículo Paulista no Ensino Fundamental à luz da Educação Ambiental Crítico-Transformadora via Tema Gerador

Abstract

The humanity is currently experiencing an environmental crisis. In order for this situation to be reversed, there needs to be a change in the way we see our relationship with the environment, for example the care for nature, aiming to conserve its resources, being the Environmental Education (EA) one of the possible means to achieve this objective, as it has the potential to bring an ecological sensitivity, in addition to a critical vision in relation to environmental contradictions and an emancipation of subjects in the face of their reality, forming more active citizens in environmental issues. That said, it is proposed that Critical-Transformative Environmental Education via Generator Theme (EACT-TG), with pedagogical foundations as proposed by Paulo Freire, is a conception of EE for the training of critical and active individuals in the transformation of their environmental reality. With this in mind, the objective of this research is to analyze the presence of EA from the Paulista Curriculum in the area of Natural Sciences, in the period of Elementary School, which ranges from the 1st to the 9th year, regarding its relevance within the document and proximity or distancing with EACT-TG fundamentals. The investigation in the text of skills related to EA was carried out based on the analysis of the presence or absence of moments referring to dialogue, generating themes and transformative actions. It was found that not all skills include the description of the moment of dialogue, and that a minority brings the possibility of taking generating themes, in addition to planning and executing transformative actions. In the few skills that contain these 3 moments, a tendency towards individual culpability was observed, without a critical view of environmental problems. In this way, the results reveal a distance from the EA approach as it is treated in the São Paulo Science Curriculum, from an EACT-TG.