This research aimed to identify and analyze the meanings attributed to the theme Climate Change by Primary School Science's textbooks, indicated by PNLD 2014. Nineteen of the twenty collections approved by the program were analyzed in accordance with Content Analysis procedures. Data systematization enabled us to build five categories. In general, we can state that the collections present considerations about Climate Change. Some of these are based on current information taken from scientific texts. However, it is interesting to note that the analyzed books do not address this subject from controversy and/or complexities. Addressing the theme's controversies and complexities could be a significant didactic innovation for these materials. Keywords: Climate change. Controversy. Textbooks. SIGNIFICADOS |2|Revista

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As pesquisas e monitoramentos de base comunitária são notáveis pela importância dos resultados relativos ao manejo de recursos naturais e conservação, além de representarem efetivas interações entre gestores ambientais, pesquisadores e o público leigo. Diante dessa necessidade surge o termo “Ciência-Cidadã”, que descreve parcerias entre cientistas e voluntários leigos, com possibilidades de efetiva participação em coletas e/ou análises de dados científicos. Com base nesta perspectiva, o programa ConsCiência-Cidadã, parceria entre universidade, ONG e ICMBIO, com apoio do CNPq e Fapesp, foi elaborado com o objetivo de contribuir para a formação de pessoas, em especial moradores do entorno dos parques nacionais, para atuarem como cidadão-cientista e estímulo ao voluntariado. Foram realizados três cursos, os quais buscaram estimular a formação científica, o engajamento em atividades socioambientais e a melhoria dos espaços naturais.

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In this text we present reflections on the challenges of school education, especially Environmental Education, for students in the current basic school in view of the impasses that persist in the teaching profession and the construction of scientific knowledge. The assumptions we make are based on the perspective of historical-cultural psychology developed by Vigotsky and scholars in this field of knowledge. We go through the situation that has marked the Brazilian educational context, and in the end we present the suggestion of insertion of socioenvironmental training in school work as one of the possibilities for the transformation and emancipation of the educational and social practices. We understand that environmental education based on critical aspects such as presented by Marxist psychology favors the increase in teaching work, through the insertion of dilemmas and emerging issues, usually unrelated or superficially worked, in curricula and in current school practices.