Análise dos livros didáticos em relação a química verde e sustentabilidade ambiental, de acordo com o PNLD 2021

Abstract

The objective of this research is to understand the approach of Green Chemistry and Environmental Sustainability in textbooks that are part of the National Textbook Program PNLD (2021). The improvement of these relationships in textbooks contributes as a foundation for the development of Environmental Education (EA) and Scientific Literacy (AC), which are recommended as a potential instrument for citizenship with actions that transform the environmental crisis. The work uses as main theoretical contributions the references on Green Chemistry, Environmental Sustainability, the ideas of Science, Technology and Society (STS), EA, among others. The study has a mixed nature, being qualitative in that it describes, analyses, compares the data and explains them in the face of theoretical references on the subject in a systematic way, and quantitative in that it expresses the percentage data and the context in which they were obtained, considering the base theoretical and objective, to treat the object of knowledge with precision, which, demand interpretation and argumentative capacity so that they have meaning. Bardin's techniques (2009), Cassiano and Echeverría's (2014) ideas, CTS elements proposed by Santos and Mortimer (2000) and references on CA were used as a guide for data collection and analysis. The study can contribute to filling the existing gaps in QL and SA studies and understanding the difficulty in developing CA guided by a dialogue with the STS ideas. The results of the analysis of the textbook showed that its structure is characterized by the CTS 1 and 2 models, parameters classified by Santos and Mortimer (2001), due to the emphasis on the traditional approach of neutral contents. This is caused by the disarticulation between the technical/scientific contents in relation to the socio/environmental contents. The study suggests that the inclusion of between 10 and 15% in relation to the total of activities that make up the analyzed collection, through articulated relations between scientific technical contents and contents in the social, environmental, economic, political, cultural, ethical, aesthetic dimensions among others enable reflective processes, develop students' critical thinking, use science to identify problems, research, argue and develop the ability to make decisions and take action on environmental issues. In addition to the improvement and innovation of teaching resources, since the book is the most used resource in the classroom and often the only one that many students have access to, its analysis contributes to improving its quality.