Contextualização da educação ambiental a partir da química : um estudo documental feito em livros didáticos e material estruturado para o ensino médio

Abstract

Environmental Education, based on Chemistry, is currently recognized as a broad field of research, with numerous publications addressing this topic, which reinforces its importance in the teaching-learning process. In the school context, Textbooks (Textbooks) are an important source of information for teachers and students. This paper analyzes the approach to Environmental Chemistry in textbooks and Structured Material used in High School, with an emphasis on its effectiveness in promoting Environmental Education. The research, based on a qualitative documentary analysis, investigated how environmental issues are addressed in two textbooks selected by the National Textbook Program and in the Structured Material used in the state of Mato Grosso, all for the second year of High School. The analysis sought to identify, among other factors, whether the authors address the environmental issue and how they relate it to the chemical content, the contextualization of material disposal, and the sustainable attitudes present. It was found that, in general, environmental content is present in Chemistry textbooks. For example, such as pollution, consumption and use of mercury in mining, however, these topics are still explored in a limited way. The study showed that the exploration of the topics is insufficient to promote a more contextualized approach and critical reflection on environmental issues by students. Thus, Environmental Chemistry is still little addressed in Chemistry textbooks, so this approach may not be able to promote significant changes in awareness and attitude towards environmental problems. The research concludes that it is necessary for textbooks and Structured Material to broaden the discussion of environmental issues, going beyond the simple memorization of concepts, and adopt a more integrated approach with other disciplines.