Environmental Education in the teaching of biology in schools of Pombal (PB, Brazil)

Abstract

Current research evaluates the teaching of environmental themes in Biology and in other disciplines in high schools in the town of Pombal, Paraíba, Brazil. Students´ knowledge on environmental themes is also assessed. Ninety students were interviewed through a questionnaire featuring nine items structured on the Likert´s scale. Students tended to perceive Biology as a discipline which best explains environmental themes. They showed to be greatly informed on Environmental preservation and Solid wastes and recycling. On the other hand, they knew less on the Harmonious relationship with plants. Significant variation in knowledge was detected between genders with regard to environmental themes. In fact, males were better informed. Results show the need to insert environmental themes within a continuous and interdisciplinary planning. 
 
 
 Resumo: Essa pesquisa avaliou o ensino de temas ambientais, na Biologia e em outras disciplinas, no ensino médio de escolas da cidade de Pombal, Paraíba. Além de avaliar os conhecimentos de seus discentes quanto a esses temas. Foram entrevistados 90 alunos com a aplicação de um questionário, com nove (09) itens estruturados no modelo da escala de Likert. Os alunos tenderam a perceber a Biologia como a disciplina que melhor ensinaria esses temas ambientais e, afirmaram conhecer mais sobre temas relacionados a Preservação ambiental e Resíduos sólidos e reciclagem. Por outro lado, souberam menos sobre a Relação harmoniosa com as plantas. Houve variação significativa no conhecimento entre os gêneros para três temas ambientais, onde, o gênero masculino apresentou maior conhecimento. Os resultados indicam a necessidade da inserção de temais ambientais de forma planejada, contínua e interdisciplinar.
 
 Palavras-chave: Ambiente; Alunos; Transdisciplinar.

<b>Validation and application of a measurement scale on environmental practices for high school teachers in Patos, Paraíba

“…The school is one of the most important places to practice Environmental Education (Silva, Oliveira, & Nascimento, 2016), once that young people have opportunities to experience first contacts with the issues related to the environment, and teachers, through projects or everyday examples, can sensitize students to the importance of preserving the environment, thus ensuring the survival of future generations (Freitas, Senna, & Alves, 2012). Ambivero, Lopes, and Loureiro (2015) state that: The Environmental Education in Brazil, objectified in PNEA, is turned to the human formation, to the complex, critical and problematizing understanding of the social and environmental reality.…”