Educação ecológica complexa abordada com ênfase no Cerrado : a construção de um paradidático e suas implicações para o ensino de ciências

Abstract

The urgency of the discussion on the Cerrado stems from the need to conserve it, given that it is the richest tropical savanna in the world, which in the last 35 years has lost more than half of its 2 million km2, mainly due to the expansion industrial model agricultural activities. The relevance of this theme is due to the historical demand of teaching about the Cerrado, which according to studies has not given the necessary focus to the diversity of interactions that involve the biome. In this sense, the research is configured in the sense of building and, further on, seeking to understand the implications of the paradidactic book 'Elementos do Cerrado and its relationships: treading paths to a complex ecological education' for science teaching? Thus, referenced by Complex Thought, this study aimed to build paths for a systemic approach to the Cerrado biome in science teaching from the promotion of ecological education and the complexity of issues involving the biome. For this, it was verified what are the didactic strategies with which the Cerrado theme has been worked on in High School. From the Three Pedagogical Moments, a paradidactic book was built. The paradidactic was analyzed using criteria foreseen in the National Textbook Program and indicators of the National Environmental Education Policy. It was considered that the book presents several articulations with the referred normative documents. The analysis of the paradidactics led to several implications for the teaching of Sciences, among which legal, normative, ethical, citizen, thematic and methodological ones are mentioned, pointing out paths for further studies.