Environmental Education in the Brazilian Science curriculum of the final grades of elementary school: signs of a setback

Detalhes bibliográficos
Autor(a) principal: Roehrig, Silmara Alessi Guebur
Data de Publicação: 2023
Outros Autores: Cruz, Márcia Aparecida Linartevis da, Colacios, Roger Domenech
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/4279
Resumo: This work addresses the presence of Environmental Education (EE) in the Science curriculum of the final grades of elementary school. The objective is to analyze the National Curricular Common Base (BNCC), in order to identify the elements that refer to EE present in this section of the document. This is a documentary research, in which the sessions “4.3.1 Science” and “4.3.1.2 Science in elementary school - final years: thematic units, objects of knowledge” were analyzed according to procedures relevant to Content Analysis. As a result, it was observed that only five of the sixty-three Science skills indirectly refer to EE, including terms such as socio-environmental sustainability, for example. In addition to the few references, it was also noticed that these are guided by a conservative and uncritical perspective of environmental education.
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spelling Environmental Education in the Brazilian Science curriculum of the final grades of elementary school: signs of a setback Educación Ambiental en la BNCC de Ciencias de los últimos grados de la Enseñanza Fundamental: signos de retroceso Educação Ambiental na BNCC de Ciências das séries finais do ensino fundamental: indícios de um retrocessoEducação AmbientalBNCCEnsino FundamentalAnos FinaisEnvironmental EducationCurriculumElementary SchoolFinal YearsEducación AmbientalBNCCEnseñanza FundamentalÚltimos AñosThis work addresses the presence of Environmental Education (EE) in the Science curriculum of the final grades of elementary school. The objective is to analyze the National Curricular Common Base (BNCC), in order to identify the elements that refer to EE present in this section of the document. This is a documentary research, in which the sessions “4.3.1 Science” and “4.3.1.2 Science in elementary school - final years: thematic units, objects of knowledge” were analyzed according to procedures relevant to Content Analysis. As a result, it was observed that only five of the sixty-three Science skills indirectly refer to EE, including terms such as socio-environmental sustainability, for example. In addition to the few references, it was also noticed that these are guided by a conservative and uncritical perspective of environmental education.Este trabajo aborda la presencia de la Educación Ambiental (EA) en el currículo de Ciencias de los grados finales de la enseñanza básica. El objetivo es analizar la Base Común Curricular Nacional (BNCC), con el fin de identificar los elementos que hacen referencia a la EA presentes en esta sección del documento. Se trata de una investigación documental, en la que se analizaron las sesiones “4.3.1 Ciencias” y “4.3.1.2 Ciencias en la escuela primaria - últimos años: unidades temáticas, objetos de conocimiento” según procedimientos pertinentes al Análisis de Contenido. Como resultado, se observó que solo cinco de las sesenta y tres competencias en Ciencias se refieren indirectamente a la EA, incluyendo términos como sostenibilidad socioambiental, por ejemplo. Además de las pocas referencias, también se notó que estas se guían por una perspectiva conservadora y acrítica de la educación ambiental.Este trabalho aborda a presença da Educação Ambiental (EA) no currículo de Ciências das séries finais do ensino fundamental. O objetivo consiste em analisar a Base Nacional Comum Curricular (BNCC), a fim de identificar os elementos que remetem à EA presentes nessa sessão do documento. Trata-se de uma pesquisa documental, em que as sessões “4.3.1 Ciências” e “4.3.1.2 Ciências no ensino fundamental – anos finais: unidades temáticas, objetos de conhecimento” foram analisadas de acordo com procedimentos pertinentes à Análise de Conteúdo. Como resultados, observou-se que apenas cinco das 63 habilidades das Ciências fazem referência de forma indireta à EA, incluindo termos como sustentabilidade socioambiental. Além das poucas referências, percebeu-se ainda que estas são pautadas numa perspectiva conservadora e acrítica da Educação Ambiental.Editora Cruzeiro do Sul2023-11-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/427910.26843/rencima.v14n5a01Revista de Ensino de Ciências e Matemática; v. 14 n. 5 (2023): nov.; 1-132179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/4279/2082https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessRoehrig, Silmara Alessi Guebur Cruz, Márcia Aparecida Linartevis da Colacios, Roger Domenech 2024-02-27T23:58:26Zoai:ojs.pkp.sfu.ca:article/4279Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2024-02-27T23:58:26Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Environmental Education in the Brazilian Science curriculum of the final grades of elementary school: signs of a setback
Educación Ambiental en la BNCC de Ciencias de los últimos grados de la Enseñanza Fundamental: signos de retroceso
Educação Ambiental na BNCC de Ciências das séries finais do ensino fundamental: indícios de um retrocesso
title Environmental Education in the Brazilian Science curriculum of the final grades of elementary school: signs of a setback
spellingShingle Environmental Education in the Brazilian Science curriculum of the final grades of elementary school: signs of a setback
Roehrig, Silmara Alessi Guebur
Educação Ambiental
BNCC
Ensino Fundamental
Anos Finais
Environmental Education
Curriculum
Elementary School
Final Years
Educación Ambiental
BNCC
Enseñanza Fundamental
Últimos Años
title_short Environmental Education in the Brazilian Science curriculum of the final grades of elementary school: signs of a setback
title_full Environmental Education in the Brazilian Science curriculum of the final grades of elementary school: signs of a setback
title_fullStr Environmental Education in the Brazilian Science curriculum of the final grades of elementary school: signs of a setback
title_full_unstemmed Environmental Education in the Brazilian Science curriculum of the final grades of elementary school: signs of a setback
title_sort Environmental Education in the Brazilian Science curriculum of the final grades of elementary school: signs of a setback
author Roehrig, Silmara Alessi Guebur
author_facet Roehrig, Silmara Alessi Guebur
Cruz, Márcia Aparecida Linartevis da
Colacios, Roger Domenech
author_role author
author2 Cruz, Márcia Aparecida Linartevis da
Colacios, Roger Domenech
author2_role author
author
dc.contributor.author.fl_str_mv Roehrig, Silmara Alessi Guebur
Cruz, Márcia Aparecida Linartevis da
Colacios, Roger Domenech
dc.subject.por.fl_str_mv Educação Ambiental
BNCC
Ensino Fundamental
Anos Finais
Environmental Education
Curriculum
Elementary School
Final Years
Educación Ambiental
BNCC
Enseñanza Fundamental
Últimos Años
topic Educação Ambiental
BNCC
Ensino Fundamental
Anos Finais
Environmental Education
Curriculum
Elementary School
Final Years
Educación Ambiental
BNCC
Enseñanza Fundamental
Últimos Años
description This work addresses the presence of Environmental Education (EE) in the Science curriculum of the final grades of elementary school. The objective is to analyze the National Curricular Common Base (BNCC), in order to identify the elements that refer to EE present in this section of the document. This is a documentary research, in which the sessions “4.3.1 Science” and “4.3.1.2 Science in elementary school - final years: thematic units, objects of knowledge” were analyzed according to procedures relevant to Content Analysis. As a result, it was observed that only five of the sixty-three Science skills indirectly refer to EE, including terms such as socio-environmental sustainability, for example. In addition to the few references, it was also noticed that these are guided by a conservative and uncritical perspective of environmental education.
publishDate 2023
dc.date.none.fl_str_mv 2023-11-06
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4279
10.26843/rencima.v14n5a01
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4279
identifier_str_mv 10.26843/rencima.v14n5a01
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4279/2082
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Cruzeiro do Sul
publisher.none.fl_str_mv Editora Cruzeiro do Sul
dc.source.none.fl_str_mv Revista de Ensino de Ciências e Matemática; v. 14 n. 5 (2023): nov.; 1-13
2179-426X
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
instacron:UCS
instname_str Universidade de Caxias do Sul (UCS)
instacron_str UCS
institution UCS
reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
repository.name.fl_str_mv Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)
repository.mail.fl_str_mv ||rencima@cruzeirodosul.edu.br
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