A interface literatura e ensino das ciências ambientais nas obras de autores amazonenses

Abstract

This dissertation presents a study on the literary production in Amazonia that encompasses social and environmental aspects. Environmental studies require interdisciplinary reflections, so our overall objective was to develop an educational product that would present social and environmental aspects of literary works by authors from Amazonas. Among the specific objectives

outlined, we highlight: to identify and characterize the recurring socio- environmental aspects in Amazonian literature works used in high school. In

order to complete the work, we used Bardin's (1977) qualitative approach and discourse analysis; in addition, the inverted class and mind map method was used. The qualitative perspective is essential in the discussion of data and

information, as it seemed to us that it would not be prudent to assess the socio- environmental aspects existing in literary works, without considering the context

in which they occur. After the characterization and analysis of the selected literary works, we carried out an Environmental Literary Workshop, in partnership with the teachers, the socio-environmental aspects were divided into three group of high school students - EJA enrolled at the Corintho Borges Façanha State School in the city of Tefé-AM. In this way, we seek to make the theme interdisciplinary with the theoretical framework of literary cartography. With the elaboration of the Atlas of Literary Representations of Amazonas, we hope to contribute to the comprehension of the teaching of literature with the teaching of environmental sciences in a playful way. The atlas brought several benefits to pedagogical practice, not only for the teacher, but for the entire school community. On the other hand, the participation of the research subjects contributed so that they increased their sense of belonging to the Amazon Region and, therefore, that they, from now on, help in the defense of this region. In addition, we sought to make the subjects understand that literary descriptions have enormous contributions to the formation of the imaginary of belonging, and at the same time, leading to a more critical and reflective education, developing students engaged in the analysis and transformation of local environmental spaces.