A educação ambiental no ensino de ciências com mediação tecnológica

Abstract

The environmental crisis has become part of everyday life in society and as a way of coping with the worsening of socio-environmental imbalances, environmental movements emerge and environmental education is associated with them. Society is dominated by technology and the teaching process is included in these transformations. In this context, CEMEAM was created to offer basic education in the communities of Amazonas that are in places of difficult access. With the objective of investigating how environmental education has been approached in the Basic Education Presented by Technology-Mediated, a qualitative research was carried out in the science classes taught in the 6th and 9th years of elementary education in the academic year of 2015. Of the media resources available for practice of the teaching teacher, the most traditional, content and image, were the most used to approach the environmental theme. The environmental themes most addressed were pollution and environmental impact. We identified that the approach of the environmental theme is related to the programmatic content proposed for each analyzed series. Among the political-pedagogical macro trends of Environmental Education adopted at the moments of the science classes of the series studied, Pragmatics was the most frequent in both series. We can see that the Environmental Education has not advanced in its practice, presenting themes still geared towards ecology and being approached in a pragmatic way, aiming to solve and present the existing problems, without there being a critical reflection of everything that involves the environmental problems, in the natural, political, social and / or cultural dimensions.