Contributions of Critical Environmental Education to the CTSA Education

• Autor(a) principal: Santos, Daniely Bini dos
• Data de Publicação: 2020
• Outros Autores: Affonso, Ana Lúcia Suriani, Kataoka, Adriana Massaê
• 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/2679
• topic: Ambiente escolar; Abordagem de ensino; Educação ambiental crítica; Reflexões teóricas; School environment; Education approach; Critical Environmental education; Theoretical Reflections

This research aimed at discussing the limits and potentialities of the approximation of a critical Environmental Education (Educação Ambiental – EA) and the Science, Technology, Society and Environment (Ciência, Tecnologia, Sociedade e Ambiente - CTSA). Therefore, a qualitative research was carried out, grounded on the theoretical reflection and exploratory study in the CAPES journal where articles about this theme were found and analyzed. This analysis was based on preconceived categories of EA, according to Layrargues and Lima, and categories of CTSA, according to Aikenhead. The results revealed that the comprehension about EA and CTSA are in part similar, but they have important differences, as the ones existing between human beings who make up a society. It was noticed that Science, Technology and Society (Ciência, Tecnologia, Sociedade – CTS), when compared to critical EA, lack criticality, which could be supplied by the trajectories and theoreticians from the Brazilian EA. The exploratory study revealed that there is a distance between critical EA and CTSA in the school environment, as the conservative and pragmatic EA were the elements encountered. The classifications related to CTSA have shown that the majority of the articles did not involve CTS content, thus fitting better in the classifications 1 and 5. Concluding, it was observed that there is a distance between critical EA and CTSA, nevertheless, further discussions are necessary so that the practice of educators could involve both lines to achieve a critical and reflective education.