Livro didático, língua inglesa e meio ambiente: em busca de uma prática educativa interdisciplinar e contextualizada

Abstract

The textbook has been shown to be a valuable tool to aid the teaching work, not only as a facilitator, but also as a guide for their practice, and also a guiding resource for the learning process for the student. The choice of the textbook, an important task to be performed by the teacher, must include a choice that promotes the formation of the student in its broadest form; and for polytechnic education in the integrated modality, it will require an even greater effort from the teacher so that this resource can circulate the various areas of knowledge, and even in technical-professional training. With this purpose, the objective of this qualitative research was to investigate how the contemporary theme “environment” can be discussed in English classes in the High School Technical Course in Environment, articulated in the integrated form of the Valença campus. For that, the Case Study method was applied, and applied to questionnaire collection techniques and interview. Research participants were: a) English language teachers; b) teachers of the Environmental and Health Technological Axis of the IFPI campuses who teach in the technical course on Environment and c) students of the first year Technical Course on Environment in the integrated form of the IFPI-Valença do Piauí campus. And as an educational product, the textbook entitled Rethink: Environmental Education and Sustainable Schools was developed and applied. From this scientific research, it became evident that the textbook enabled students to develop creative skills of reflection and perception to be incorporated into their citizenship and socio-environmental responsibility education through a contextualized and interdisciplinary study. As for the teachers, the material developed brought as an opportunity a tool that contextualizes the technical course in the Environment that imbricates curricular components of the technical area and subjects of the common base, giving the possibility to develop practices that promote an interdisciplinary teaching and closer to the reality of the students. From this scientific research, it is evident that the contextualized and interdisciplinary teaching at IFPI is still being implemented, even though it shows itself in a rather modest way, needing enhancements with a view to attending to the curricular integration of technical courses. Such a fact is justified by the lack of understanding of interdisciplinary, the lack of understanding of the integration of two fields of knowledge, the absence of teacher training courses for interdisciplinary practices and the lack of pedagogical planning among teachers of propaedeutic and technical training. The educational product, a didactic book, developed enables students to develop creative competencies of reflection and perception that will be incorporated into their education and socio-environmental responsibility through a contextualized and interdisciplinary study. In relation to teachers, the developed material gives as an opportunity, a contextualized tool to the Technical Course on Environment, which imbricates curricular components of the technical area and common-based disciplines, giving the possibility of developing practices that promote an interdisciplinary teaching and closer to the reality of the students