Educação ambiental no ensino de Química: propostas curriculares brasileiras
Data
2011-12-21
Autores
Santos, Ederson Miranda dos [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Atualmente, temos enfrentado uma crise que ultrapassa a estreita relação entre o ser humano e a natureza: trata-se de uma crise socioambiental que está diretamente ligada ao modelo de sociedade e de desenvolvimento científico e tecnológico da modernidade. Essa crise e outros temas emergentes indicam a necessidade de que os processos de ensino-aprendizagem estabeleçam um diálogo permanente com as situações reais buscando formas de incorporá-las ao currículo escolar. Nesse sentido, acreditamos que a inserção e a problematização das questões ambientais no currículo escolar, particularmente no currículo de Química, objeto de nossa investigação, possa proporcionar uma efetiva contribuição para criar caminhos que possibilitem repensarmos o modelo de sociedade vigente. Portanto, é de suma importancia a revisão crítica dos conhecimentos e tecnologias de que dispomos e um posicionamento crítico e político diante da crise socioambiental vivenciada atualmente. Considerando essas relações, o objetivo desta pesquisa é analisar quais aspectos da temática ambiental estão incluídos nas propostas curriculares atuais apresentadas em nível federal, pelo Ministério da Educação, e em nível estadual, pelas Secretarias Estaduais de Educação, especificamente para o ensino de Química no Ensino Médio. Por meio deste trabalho buscamos identificar aproximações ou distanciamentos desses documentos em relação à Educação Ambiental, entendendo a abordagem qualitativa de pesquisa como o caminho mais apropriado para essa tarefa. Ao explorar processos de “construção de sentidos”, a investigação procura explicitar sentidos produzidos a partir da análise de propostas curriculares de Química quando estas estabelecem explícita ou implicitamente relações com a temática ambiental. Algumas reflexões sobre...
Nowadays we are facing a crisis that goes beyond the tight relationship between human being and nature: it is a social and environmental crisis directly related to the modern model of society and scientific and technological development. This crisis and other emerging themes indicate the need for teaching and learning processes to establish a permanent dialogue with real situations, which could be achieved by incorporating such situations into the school curriculum. In that regard, we understand that including and questioning environmental issues in the school curriculum – particularly in the Chemistry curriculum, which is our object of investigation – can provide an effective contribution to creating ways to rethink the current model of society. Therefore, it is extremely important to carry out a critical review of our knowledge and technology and to adopt a critical and political attitude towards the ongoing social and environmental crisis. Considering all these relationships, the aim of this research is to analyse what aspects of the environmental theme are included in the actual curriculum proposals presented at federal level, by the Ministry of Education, and state level, by the State Departments of Education, specifically for Chemistry teaching in High School. By carrying out this work, we try to identify the points where such documents move towards or away from Environmental Education, understanding that a qualitative research approach is the most appropriate method for this task. By dealing with “construction of meanings”, this investigation seeks to identify meanings produced from the analysis of proposals for the Chemistry curriculum in which there are points explicitly or implicitly related to the environmental theme. Some reflections on the results allow us to note that a greening process of the current... (Complete abstract click electronic access below)
Nowadays we are facing a crisis that goes beyond the tight relationship between human being and nature: it is a social and environmental crisis directly related to the modern model of society and scientific and technological development. This crisis and other emerging themes indicate the need for teaching and learning processes to establish a permanent dialogue with real situations, which could be achieved by incorporating such situations into the school curriculum. In that regard, we understand that including and questioning environmental issues in the school curriculum – particularly in the Chemistry curriculum, which is our object of investigation – can provide an effective contribution to creating ways to rethink the current model of society. Therefore, it is extremely important to carry out a critical review of our knowledge and technology and to adopt a critical and political attitude towards the ongoing social and environmental crisis. Considering all these relationships, the aim of this research is to analyse what aspects of the environmental theme are included in the actual curriculum proposals presented at federal level, by the Ministry of Education, and state level, by the State Departments of Education, specifically for Chemistry teaching in High School. By carrying out this work, we try to identify the points where such documents move towards or away from Environmental Education, understanding that a qualitative research approach is the most appropriate method for this task. By dealing with “construction of meanings”, this investigation seeks to identify meanings produced from the analysis of proposals for the Chemistry curriculum in which there are points explicitly or implicitly related to the environmental theme. Some reflections on the results allow us to note that a greening process of the current... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Educação ambiental, Quimica - Ensino, Environmental education, Chemistry - Teaching
Como citar
SANTOS, Ederson Miranda dos. Educação ambiental no ensino de Química: propostas curriculares brasileiras. 2011. 146 f. Dissertação (mestrado) - Universidade Estadual Paulista, Instituto de Biociências de Rio Claro, 2011.