As macrotendências da educação ambiental nos livros didáticos de ciências da natureza e suas tecnologias utilizados na mesorregião sudoeste do Mato Grosso do Sul

Abstract

The worsening of the socio-environmental crisis has brought Environmental Education (EE) to the center of discussions in various social spheres. Considering the potential for social transformation attributed to education, we understand that it is pertinent to investigate which representations of Environmental Education are present in the Natural Sciences textbooks, approved in the PNLD 2021, the first edition that contemplates and implements the National Common Curricular Base and the New High School. In this context, how do the Textbook, the most widely used material in the Public Basic Education Network, contribute to facing the socio-environmental crisis? With the purpose of answering these questions, but without the intention of exhausting the subject, this study aims to understand how Environmental Education (EE) is represented in the Natural Sciences and Technologies Textbooks – approved by the National Textbook Program (PNLD 2021) – of the New High School (NEM) most used in the cities of the southwestern mesoregion of Mato Grosso do Sul (MS). As a methodological approach, documentary research was chosen. Two collections were chosen to delimit the research: the most used and the least used in the southwestern mesoregion of MS. An adaptation of methodologies based on Bardin's Content Analysis (1977) was used to analyze the corpus. The analysis made it possible to observe that EE is more represented in Biology content, with a more conservative approach, by highlighting the impacts of human interference in environments and omitting the socioeconomic mechanisms responsible for environmental degradation. In the Chemistry and Physics components, there was a predominance of the pragmatic tendency, with an emphasis on solutions based on individual actions and the use of technologies to face the socio-environmental crisis. However, on several occasions the book encouraged students to take a critical stance when faced with cases of socio-environmental injustice, giving a critical character to the excerpts. Therefore, this study allowed us to infer that the textbook constitutes a relevant tool for facing the socio-environmental crisis by covering the main macro trends of Environmental Education.