Problemáticas socioambientais do Bioma Caatinga: análise de livros didáticos de ciências da natureza e suas tecnologias

Abstract

Given the systematic changes in the field of environmental and educational public policies in high school that have occurred in recent years in the country, it is necessary to verify whether such changes have somehow been reflected in the textbooks of this important phase of students’ education. In this context, this study aims to understand whether there have been changes in the approach to environmental issues and Environmental Education in the content on the Caatinga Biome in the high school Biology and Natural Sciences and Their Technologies textbooks approved in the PNLD 2018 and PNLD 2021. The study is a qualitative research with technical procedures of bibliographic and documentary research. After a cursory reading of the Textbook Guides of both PNLDs, the research focused on the Biology and Natural Sciences and Their Technologies textbooks that maintained, in their collections, the same group of authors. To analyze the works, we used the content analysis method proposed by Bardin (2011). This analysis resulted in the definition of four categories for the context unit “perspectives of biome presentation”, presented, respectively, as: “Characterization” (70.00%); “Ecological and adaptive aspects” (16.67%); “Concept” (11.67%) and “Naive or inadequate ideas” (1.67%). For the context unit “environment”, the following categories were defined: “Environmental pressure and degradation” (60.61%); “Relevance” (27.27%) and “Environmental preservation and balance” (12.12%). Based on these results, it was possible to verify and conclude that some collections showed greater concern in addressing environmental issues, while others maintained their contents the same in both PNLDs.