Percepção ambiental na Educação: uma análise a partir de revisão sistemática de literatura

Abstract

Since, in recent decades, man has established a recursist relationship with nature, aiming only to sustain the capitalist productivist pattern, the planet has been showing changes that not only imply the exhaustion of its resources, but also affect the being's quality of life. human, threatening the future. In view of this, there is a worldwide concern to establish practices that contribute to the construction of social and environmental sustainability, and it is necessary to develop and apply educational methodologies that promote environmental awareness in the population. Corroborating this need, the population itself credits education with solving environmental problems, which was found in a survey carried out by the Ministry of the Environment entitled What Brazilians think about ecology, which states “the belief that education is the great way out is consensually and enthusiastically defended by all” (CRESPO and LEITÃO 1993, p.172). Based on the premise of the importance of the teaching-learning process focused on greater student participation, the objective of this research work was to carry out a systematic review of the national literature on environmental perception in schools and to verify how these studies are collaborating for the planning and development of environmental education practices in the school environment. The procedure adopted to conduct the study was a systematic literature review, where scientific articles were collected in the Capes Periodicals database, as a result of the 125 studies analyzed, only 27 met the established inclusion criteria, noting that the articles from environmental perception studies with a target audience of non-schoolers represent 78% of the analyzed sample. The works were classified according to the political-pedagogical macrotrends od environmental education in Brazil, following the classification of Layrargues and Lima (2014), with the result that most of them can be classified in the Conservationist trend, even starting from critical theoretical references. The results show that the environmental perception works carried out at the school, for the most part, were theoretical studies, only carrying out a survey of students’ environmental perceptions, only 7 works guide the development of practices. The 7 primary studies selected as practical were regrouped based on a methodology of qualitative metasynthesis, organizing into categories createad from the identification of the main similarities and differences.