ANÁLISE DE CONTEÚDO SOBRE EDUCAÇÃO AMBIENTAL EM LIVROS DIDÁTICOS DO 6º ANO DE CIÊNCIAS DO ENSINO FUNDAMENTAL

Abstract

It was in the 1970s that the environmental movement began to gain strength and used Environmental Education (EA) as the main tool for reflection and transformation of thinking and behavior in relation to environmental issues. The categories defined for EA conceptions in this research were based on the study Layrargues and Lima (2014) and on the other items of the theoretical reference of this research. The three main macro trends that dispute the symbolic and objective hegemony of the field of Environmental Education in Brazil are: Conservationist, Pragmatic and Critical. This paper aims to answer the following question: How is the content of environmental education being taught in science textbooks of Elementary School? The categories chosen for analysis were based on EA's presence in textbooks. The methodology used was Content Analysis. In general, both collections make a conservative view, aiming only at the preservation of the environment, and at the same time pragmatic, proposing practical and objective actions, thus, little contributing to a more critical view of EA. Given this, we believe that we must overcome what we know as the practices of a Conservative EA starting for the search for praxis in Critical EA.