Educação ambiental em livros didáticos de ciências do 9° ano do ensino fundamental

Abstract

Education is a pillar for the formation of a fair and sustainable society. In this context, the theme of Environmental Education is central to promoting knowledge, values, and practices that contribute to the preservation and care of the environment. Therefore, the objective of this study is to analyze how environmental education is represented in 9th grade science textbooks, identifying potentialities and limitations. To this end, a qualitative and exploratory approach was adopted, with content analysis of the SuperAÇÃO!, Vida e Universo, and Araribá Conecta collections, all approved by the National Textbook Program (2024). Chapters, activity proposals, contextualizations, and visual resources were examined, considering internal consistency and alignment with current educational guidelines. The results show that the collections analyzed present differences. The SuperAÇÃO! collection offers current contextualizations, diversity of languages, and investigative activities, but presents an uneven distribution of Environmental Education content. The Vida e Universo collection presents a more organized treatment and activities that encourage practical actions, but there is also an approach restricted to only a few themes. The Araribá Conecta collection stands out for explicitly including the theme of sustainability and more direct guidelines for the development of critical thinking, as well as the emphasis given to the Sustainable Development Goals; however, this approach is also punctual. It is concluded that, although the textbooks present potentialities, they still lack greater balance, deeper critical engagement, and effective integration of Environmental Education, which are essential for the formation of students capable of understanding and facing contemporary environmental challenges.