Research trends in Environmental Education according to theses and dissertations in the CAPES catalog and the XII ENPEC Minutes

• Autor(a) principal: Silva, Henrique Mendes da
• Data de Publicação: 2022
• Outros Autores: Freire, Francyleia Tamyres Oliveira, Coutinho, Maria Beatriz Dias, Mól, Gerson de Souza
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/28603
• topic: Environmental education; Tendencies; Science teaching; ENPEC; CAPES.; Educação Ambiental; Tendências; ENPEC; CAPES.; Educación ambiental; Tendencias; Enseñanza de las ciencias; ENPEC; CAPAS.

This research is configured as a bibliographic study about research trends in Environmental Education - EE in Brazil. Using descriptive statistics in a quantitative-qualitative approach, we investigated the contexts and subjects participating in EE research in theses and dissertations in the CAPES catalog and in the works present in the proceedings of the XII National Meeting for Research in Science Education - ENPEC. In this analysis, we observed that academic master's dissertations have the largest number of works related to EE, followed by professional master's dissertations, theses and productions of professional courses. As for the Great Area, most of the works are included in the “Multidisciplinary” area. In the Knowledge Area, Education stands out. In turn, the annals of XII ENPEC present 57 works in the area of Environmental Education, most of them from the Southeast region. As for the research subjects, Elementary and High School students and society in general stand out. Regarding the research data collection instruments, questionnaires were the most used, followed by systematic review, observation and interviews. We emphasize that most of the works of XII ENPEC pointed to the use of more than one instrument. In addition, most of the works mentioned critical perspectives of EA. Based on the analysis carried out and presented in this work, we found that there is a gap about EE associated with Special Education, Indigenous Education, Vocational and Technological Education, as well as the interface between science and gender, Rural Education and Traditional Communities.