The socio-scientific theme of biodiversity in learning situations of the São Paulo state curriculum

• Autor(a) principal: Silva, Everton Joventino da
• Data de Publicação: 2016
• Outros Autores: Maciel, Maria Delourdes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v8i1.11883

Within the current international context, Brazil holds a privileged position in what concerns biodiversity.This scenario highlights the importance of including the biodiversity theme in the educational curriculum, in order to prepare citizens committed to preserve the natural resources. Biodiversity, as a socio-scientific theme, is included in the discussions focusing Science, Technology, Society and Environment (STSE). It is essential to understand the official documents on the socio-scientific biodiversity theme for the education of both teachers and students. For this purpose, the Sao Paulo State’s official curriculum needs to be an object of analysis. This research chose to analyze one of its resources, the Student’s Book, in order to answer the following questions: Is the biodiversity socio-scientific theme a part of the Sao Paulo State’s curriculum? If so,how is it addressed? Our aim was to verify how the biodiversity social-scientific theme is addressed in the Student’s Book, so as to understand the importance of this didactic resource for the Biology classes. The study mainly focused on a documentary research. It analyzed 47 learning activities from the Biology Student’s Book, directed at 1st and 3rd year Secondary School students. Results allowed us to identify more recurrent aspects of the biodiversity socio-scientific theme in the analyzed materials. We were also able to ascertain which learning activities need to be complemented in order to contemplate other aspects of this theme, so that teachers and students can engage in discussions and initiatives that promote a wider and more critical understanding of the theme.