A educação ambiental crítica no ensino médio integrado: produção de uma sequência didática para o ensino de literatura

Abstract

This essay is linked to the professional mastery in professional and technological education (Educação Profissional e Tecnológica) – PROFEPT – and has as a main topic a discussion about the possibilities of implementation and insertion of Precepts of the Environment critic Education (Educação Ambiental Crítica)- EAC-, from the Brazilian literature on the Ensino Médio Integrado (EMI). We started from this research problem: The insertion of EAC in the EMI, from the literature, could contribute to the full formation of the students? Our goal, in general, is to investigate, from a literary work, the limits and possibilities to the literature teaching linked to the EAC, which the main goal is the full formation of the students. The research explains itself, in general, by the perception of different kinds of inequities realized on the historical materialism and would need to be questioned, transformed, and overcame. Our hypothesis is that the literature, the EAC, and the EMI could produce knowledge that would help on the critical awakening of the students to these issues of inequalities. We have as an object of analysis the work: Luzia-Homem, by Domingos Olímpio (1903). therefore, we methodologically use a qualitative approach, fundamented on the Social Criticism, especially by Adriana Facina, Terry Eagleton, Antônio Candido and referentials from EAC. A study of literature work was carried out from structured categories: 1) relationship between human and wildlife; 2) relations of power: work and genders 3) relations of causes/consequences of environmental problems. These categories were perceived through elements of the narrative: storyteller, space, time, characters, and plot present in the work. As a result, we realized the possibility of the promotion of the criticism, through a work that binds the topics discussed over here, the effective occurrence of the categories structured on the literature work, the humanizing function of the literature, and the need for environmental education in the formal education. As a product educational we produce a sequence didactic (Sequência Didática or SD) in order to help teachers, especially on the Ensino Médio (EM) and EMI, for an approach of the literary work Luzia-Homem with precepts of EAC in classes of Brazilian Literature.