Environmental Education through the bias of argumentation: the panorama and the possibilities of this relationship

• Autor(a) principal: Pezarini, Agnaldo Ronie
• Data de Publicação: 2020
• Outros Autores: Maciel, Maria Delourdes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2711
• topic: Educação ambiental; Argumentação; Crise socioambiental; Reflexão crítica; Environmental education; Argumentation; Socio-environmental crisis; Critical reflection

In the 21st century, education needs to turn its attention to the urgent need to insert environmental education into the school context, in order to promote the construction of the ability to position oneself critically in the face of the already installed socio- environmental crisis. In this case, the question remains: in what way can the school environment and the protagonists of the educational process build this ability? We believe that this is possible provided that in the school environment the pedagogical practices of science classes, in particular, are based on the development of the ability to argue, a fact that in turn is a condition for the development of critical reflection within the socio- environmental context. It is within this context that this article aims to dialogue on the following problem: How does scientific argumentation possibility and favors environmental education? And, with this, identify the fruitful possibilities of environmental education conducted by the bias of argumentation. The results revealed that environmental education through argumentation would facilitate the understanding on the part of students and students of the need to think and rethink their actions, to plan sustainable attitudes to the environment.