Educação em ciências na escola: em busca de caminhos para a sustentabilidade

Abstract

Environmental education is related to the training process of individuals, as it provokes reflections and criticism regarding socio-environmental issues, seeking to develop new personal and collective meanings for socio-environmental sustainability. This is a narrative research that aims to analyze experiences lived by students in the first year of high school, when developing activities aimed at education for sustainability and contributing to stimulating a critical look at socio-environmental issues, with a view to building values and practices of appropriate socio-environmental behavior, through activities that contribute to the formation of argumentative discourse regarding socio-environmental issues present in the context in which students live. By taking on a subject called SUSTAINABILITY, in a private school, in the municipality of Canaã dos Carajás, with a class of 1st year high school students, I decided to investigate the teaching and learning process, which I present and discuss, narratively. The activities carried out, which constituted the field texts, were called pedagogical events by me, entitled: mock jury: the reasons for the use (or not) of pesticides; workshop: the science behind paper recycling; and news clothesline: the dimensions of sustainability in the municipality of Canaã dos Carajás. I undertake narrative research, as it analyzes the experiences lived by students during the study. For data analysis, I use Discursive Textual Analysis (DTA). Through it, I developed the stages of unitarization, categorization and, finally, elaboration of metatexts, which helped me in resolving the research question: in what terms can carrying out activities aimed at critical reflective perception promote manifestations in elementary school students? raising awareness about sustainability? Through the data constructed, based on the pedagogical events developed, the results reveal the students' understanding of sustainability, such as: in the simulated jury, which saw the greatest elaboration of the argumentative speech, due to the debates developed; in the recycling of papers, presenting a dynamic of construction and action on the part of students and an extensive relationship with science teaching; and on the news line, offering experiences and perceptions of sustainability as something global. In addition to corroborating and directing students' investigation into environmental education and sustainability. I emphasize that the results will be disseminated to the population and the school community, through the preparation of the educational product, in the form of digital media e-book, entitled: Proposals for activities on Sustainability in Science teaching, which is composed of six proposals for activities for teaching and learning topics about environmental education and science teaching with the purpose of producing new meanings for sustainability.