Textos de divulgação Científica como recurso didático para a Educação Ambiental nos anos iniciais do ensino fundamental

Abstract

Over the years, Scientific Dissemination and Environmental Education have been the subject of many discussions and research around the world, highlighting the concern with how scientific and environmental information is being disseminated to the general public, as well as the materials that are being used to this disclosure. In this sense, these studies point to the Scientific Dissemination Text as a potential didactic resource to assist in the process of disseminating this knowledge by dealing with current themes in a clear and objective way. In this sense, the present research has as general objective to analyze texts of scientific divulgation (TDC) of the magazine Ciência Hoje das Crianças (CHC) as a didactic resource to approach themes related to Environmental Education (EE) in the early years of Elementary School. This is a research with a qualitative approach and document typology, in which we carried out a study based on Bardin's (2016) content analysis framework. The analysis was carried out in

thirty-four magazines that correspond to the June 2018 to June 2021 editions, totaling eighty- one texts that make up our corpus of analysis. Following this framework, the categories

proposed by Caretti and Zuin (2010) were used to analyze the texts, which are: How do you understand the human being in relation to nature; Considerations about social, cultural and natural diversities; Approach to conflicts related to environmental issues; Approach to the aesthetic experience with nature; Accountability for the causes of environmental problems; Proposal for individual or collective action. In our analysis, we found that the scientific dissemination of environmental issues in the magazine starts from a conservationist conception of the environment, prioritizing the physical and biological aspects of the environmental crisis and that being overly concerned with the resolution of environmental problems, failing to present significant reflections on the social and political relationships that are intrinsic to the environmental issue, resulting in a simple, superficial and depoliticized reading of the environment to its readers. Regarding the use and contribution of the material in the early years of Elementary School, we believe that the way in which environmental problems are discussed in the magazine may only strengthen a mistaken understanding of what environmental doing is, causing a distance and mismatch between what is real and what is not, between a critical environmental practice and a romanticized and blameworthy environmental practice. Thus, requiring teachers to commit to enhancing the information disclosed so that there is no critical understanding of environmental practice.