Os termos sustentabilidade e educação ambiental no ensino de Biologia: silêncios na BNCC e vozes dos professores

Abstract

In view of the advances on the environmental theme in recent years and the current laws on the insertion of environmental education (EE) at all levels of education, the absence of this term in the common national curriculum base has raised many questions. Understanding the relevance of discussing these socio-environmental issues for the transformation of society, this research aimed to: understand the voices of teachers from four public schools in Araguaína-TO in the absence of the term EE and the definitions of sustainability in the common national curriculum base (BNCC) of High School. The methodology consisted of collecting data through an online questionnaire and then the teachers' responses were categorized and discussed based on the theoretical framework of the area of education and the teaching of science and biology. The results show voices that denounce the fragmentation of contents; the traditional EE focused only on the preservation of the environment; sustainability linked only to capitalist sustainable development; commodification of education and control of teaching activities in schools. As a means of facing these impositions, manifested in the BNCC, we defend the relevance of critical environmental education and decolonial thinking, which arise with the purpose of freedom for subjugated peoples, encouraging autonomy and criticality to question the capitalist/modern/colonial development model.