Educação ambiental e o currículo escolar: análise dos currículos de ciências pré e pós Base Nacional Comum Curricular (BNCC) na Paraíba

Abstract

The relationship between humans and the environment has always been vital for the survival of the human species, but anthropic actions are exceeding the limits necessary for this harmonious coexistence. Given this scenario, the promotion of Environmental Education (EE) has become essential for society as a whole, with schools being one of the main agents of this transformation, since they have the role of forming aware citizens. For environmental education to be effective and not be restricted to one-off projects on commemorative dates, it is essential that it is integrated in an interdisciplinary way into school curricula, since it is the curricula that guide the entire educational process and are influenced by public policies, such as the National Common Curriculum Base (BNCC). The question that guided the research arose from the observation of the lack of priority given to environmental education within the university curriculum, leading to reflection on its importance, with the guiding question: “How is environmental education (EE) present in the state curricula of Paraíba before and after the implementation of the National Common Core Curriculum (BNCC)?”. The aim of this research was to understand how Environmental Education (EE) is being addressed in the two versions of the Paraíba state curriculum, both before the BNCC (2010) and after (2019). The research sought to identify differences and similarities between the curricula, as well as possible gaps or inadequacies. In order to achieve these objectives, a qualitative methodological approach was used, following bibliographical research, to obtain the data, carrying out a review of Environmental Education in school curricula. A comparative analysis of the curriculum documents was then carried out, following the categorical thematic analysis, investigating how EE was integrated and developed in each version of the curriculum. This study shows a significant concern with the theme of Environmental Education (EE) in the school curriculum before the BNCC, compared to the curriculum after the BNCC in state primary schools in Paraíba. In the pre-BNCC curriculum, there was a greater presence and approach to terms related to EE, indicating a more robust awareness of environmental issues. On the other hand, in the post-BNCC curriculum, there was a reduction in the quantity and relevance given to the terms associated with environmental education, demonstrating a possible dilution or weakening of the environmental approach after the implementation of the BNCC. These findings point to the need for revisions and adjustments to school curricula to ensure a consistent and integrated approach to environmental education, in line with the principles and guidelines of the BNCC, in order to promote the formation of citizens who are aware of and engaged in environmental preservation. Thus, this study not only contributes to the advancement of knowledge in the area, but also points to future improvements and needs through educational policies related to Environmental Education.