Abordagens ambientais verificadas no livro didático de biologia e a prática pedagógica dos professores

Abstract

This study aimed at analyze a biology textbook by Mendonça (2013) focusing on environment and sustainability, as well as the way in which these themes have been encompassed by high school teachers from a public state school in Goiás, Jataí. We evaluated editions referring to the three high school grades. These series of books were chosen as the corpus of this research due to the fact that they were adopted by the biology professionals from the Educational State Network in Jataí during the triennium 2015- 2017. Through its occupation process, Jataí had a historical development marked by the use of spaces previously occupied by the Cerrado of Goiás. Currently, these spaces are used for agricultural and industrial practices, thus compromising the sustainability of this regional biome. This work consists of a qualitative research, specifically, a case study. The data were generated through analysis and observations. In order to achieve the goals of this research, pedagogical practices were considered as crucial to the problematic understanding, since the methodological paths chosen by the teachers can follow different approaches. The results found in the coursebook analysis show that they present the environmental and sustainable issues in a disconnected way, with a predominantly naturalistic and nonreflective view, most often unrelated to possible relationships with local reality. On the other hand, teachers' pedagogical practices show that this coursebook is seldom or almost never used by the teachers of this school, neither in the classes as a didactic resource nor in the lesson planes. In addition, it was not possible to verify proposals or interventions during the classes that could stimulate dialogues or reflections on environmental issues, whether the textbook brought this opportunity or not. Therefore, we conclude that the textbook used in the institution and the pedagogical practices developed by the biology teachers of this school do not contribute significantly with a teaching proposal based on dialogue and reflection concerning the socio-environmental problems we are facing.