Development, sustainability, and environment in the view of Science teachers in the Municipality of Codajás- AM
DOI:
https://doi.org/10.5902/2236130842788Keywords:
Socioenvironmental, Environmental Education, Science TeachingAbstract
Science teaching allows for a broader understanding through observations and analysis of local problems involving school reality (VASCONELOS, 2016). The aim of this study was to understand the relationship between socio-environmental themes and school science teaching in order to achieve scientific literacy. For this, the exploratory descriptive method (VERGARA, 2009; GIL, 2010) was used, which favors the approximation with the object studied and includes empirical research. The following activities were carried out: 1) bibliographic research; 3) semi-structured interview with teachers of higher education. The study of empirical and theoretical units favored a discursive textual analysis with the contexts that the theoretical framework situates. The teachers' responses were analyzed and organized according to the categories mentioned by Reigota (2010), they are: naturalist, globalizing and anthropocentric.
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