Educação ambiental na BNCC : uma análise com foco nas ciências da natureza do ensino fundamental

Abstract

Environmental Education emerged as an awakening of awareness regarding the issues involved in preserving ecosystems, natural resources and our own existence. In the context of the Early Years, it contributes to the development of awareness of environmental issues and a sense of citizenship and responsibility for how we act in this reality. However, Environmental Education is not always present in everyday school life. In this context, the present monographic research aimed to analyze how Environmental Education is integrated and addressed in the National Common Curricular Base (BNCC) with a focus on Natural Sciences in the Initial Years of Elementary School. To this end, an analysis was carried out on the BNCC document, using the content analysis technique proposed by Bardin (1977). For a more in-depth interpretation of the data, analysis categories were formulated based on the conservative, pragmatic and critical macro trends in Environmental Education proposed by Layrargues and Lima (2014). Based on the analysis, it was found that of the 48 skills taught in Science in the Early Years, only 6 address topics related to Environmental Education, being more aligned with conservationist and pragmatic macrotrends, emphasizing the concern with the conservation of natural resources and the promotion of sustainable practices. However, the absence of the critical macrotrend suggests an omission in the more reflective and critical approach to environmental issues in the Science curriculum for the Early Years.