Semiárido e educação ambiental: a contribuição das pesquisas educacionais publicadas no CONIDIS e CONIMAS (2016 - 2019)

Abstract

The Brazilian Semiarid region is a region that presents a high environmental, cultural and social richness, however it is still mistakenly and stereotyped as a poor and dry region, taking as a reference only its climatic and territorial conditions, which added to the lack of public policies, becomes one of the territories most susceptible to socio-environmental degradation. The objective of this research was to investigate the contribution of educational research involving studies in the Brazilian Semiarid and Environmental Education, in different educational spaces, with an emphasis on the school space, through the analysis of the annals published in the CONIDIS and CONIMAS magazine in the years 2016, 2017 and 2019. To carry out the research, a qualitative approach was used, with an emphasis on bibliographic research and on Bardin's content analysis technique for data interpretation. Of the 589 publications investigated, only 135 addressed the Brazilian Semiarid Region and Environmental Education, which were carried out in different educational spaces (formal, nonformal and informal). The articles that dealt with Environmental Education only in formal spaces (59) were classified according to the currents proposed by Sauvé (2005), and only the articles involving the Brazilian Semiarid Region (76) were classified according to preestablished categories (levels of education, disciplines, research methods, data collection procedure, methodological approach and teaching modalities/resources). The analysis showed that most jobs take place in elementary school 2 (12.1% in 2016, 20% in 2017 and 23.8% in 2019). They are mostly in science/biology (11.9% in 2016, 14.2% in 2017) and geography (25% in 2019) disciplines. Most of the works had difficulty in specifying the search method in 2016 and 2017 (37.2%; 39% respectively), however they use the literature search method in 2019 (27.2%). They use questionnaires as the main data collection technique (24.3% in 2016 and 40.1% in 2017), followed by participant interviews (38.4% in 2018). In school intervention works, the articles do not describe the modalities and/or teaching resources used, especially in 2016 (25%), of the worksthey cited, the lecture (16.8% in 2017) wasthe main didactic modality and audiovisual instruments as the main teaching resource (22.8% in 2019). Therefore, it is concluded that there is a need for greater socialization of research that focus on the knowledge and practices of Contextualized Environmental Education for Living with the Semiarid Region, especially in non-school spaces (non-formal and informal), as well as greater methodical rigor in the acceptance of works, since many articles did not detail the scientific methods adopted in the research.