A educação ambiental em diálogo com a língua portuguesa no Brasil: uma análise da produção acadêmica – teses e dissertações

Abstract

This master's thesis primarily aims to analyze research reports in Environmental Education (EE) that problematize the possible dialogues between the discipline of Portuguese Language (PL) and Environmental Education (EE). The specific objectives guiding this work were: to identify and analyze the paths proposed in theses and dissertations for establishing a relationship between the fields of PL and EE; to also analyze and identify the theoretical and methodological frameworks that support the relationship between the fields of PL and EE; and to construct possible meanings and understandings about the relationship between the discipline of PL and EE based on the analysis of selected dissertations and theses for the study. The research was guided by the theoretical-methodological frameworks associated with Bakhtin's perspective (2004), for whom the discursive arena is the place where values, positions, and voices confront each other, and this intersection makes the sign alive and dynamic. This is a documentary research inserted within the scope of a broader project titled Environmental Education in Brazil: analysis of academic production – theses and dissertations (EArte Project). The analysis of the objectives/research questions of the works that make up the corpus of this dissertation – which includes 11 dissertations and 1 thesis in EE that explore the dialogue between EE and PL – allowed us to recognize some possible study themes, including: environmental issues in textbooks, EE through text production; EE methodologies and didactic sequences in PL classes; EE in PL classes through text genres; representations of the environment in children's literature. In light of these themes, we selected three dissertations whose indicators pointed to the PL textbooks as a vehicle through which discourses on environmental themes circulate. During the analysis of the statements in these dissertations, we noticed a strong ideological load crossing the texts of PL textbooks; the effective intervention of the publishing market in the selection of PL textbook collections; and the controversial conceptions regarding the environmental theme in the texts of PL textbooks, which tension the human-nature relationship, leaving it dichotomized and sometimes laden with guilt. It was also possible to observe in the research statements the prejudiced load regarding Brazil's indigenous peoples through comic strips, which reinforce discourses filled with crystallized and prejudiced ideas that repeat the colonizer's discourse.