Educação ambiental no ensino de Química: concepção dos alunos.

Abstract

The current environmental problems are the result of technological evolution, globalization, and human existence itself. Based on that, the urgency of working with Environmental Education is evident, aiming at a global change, in the medium and long term. The school environment becomes essential in this context considering that it is a promising space for the formation of conscious citizens able to participate in the construction of a “sustainable society”. Therefore, we believe that the insertion and problematization of environmental issues in the school curriculum, particularly in the Chemistry subject, is indispensable since it can contribute to create paths that make it possible to rethink the current model of society. Thus, this research aimed to analyze the perception of students on environmental education practices that are carried out in the Chemistry subject. The research had a mixed approach, as it involved the collection and combined systematization of quanti/qualitative data; exploratory concerning the proposed objectives; and field study, concerning the procedures used. The research was composed of 107 students from six classes of 3rd year of high school from two schools in the public state education system of Paraíba, one located in the city of Arara and the other in the city of Casserengue. For data acquisition, a questionnaire was used, composed of objective and subjective questions. The data obtained were systematized in Microsoft Office Excel 2013 and represented in the form of graphics, to facilitate their visualization and interpretation. Also, some of the statements made by the participants were selected and presented literally. Based on the results obtained, we can say that the schools never developed practices and/or projects aimed at Environmental Education from the perception of the students. Also, we noted that students possess knowledge about environmental education, solid waste, selective collection, and recycling, but their responses to questions show conceptual errors. Finally, we can say that the Chemistry subject has contributed little to a conceptual change of students concerning environmental issues. Therefore, environmental education practices must be used in Chemistry classes, since we are experiencing moments of great environmental disasters, resulting from human activities, and the lack of awareness about the environment in which we live. Additionally, awareness and Environmental Education included in Chemistry classes are of great relevance, as this has significant benefits in favor of environment preservation.