Representações sociais de estudantes do ensino médio em escola do campo sobre química e meio ambiente

Abstract

This research aimed to identify the social representations about Chemistry and Environment of high school students of a country school located in the State of Paraná, as well as to investigate relationships between these representations and Environmental Education. In order to do so, it was based on the theoretical and methodological support of Theory of Social Representations and on the analysis of content referring to the dissertation questions. Data were collected through a free recall questionnaire, consisting of identification questions (age, sex and year / series in which he / she studies), two free recall questions and eight essay questions. The inductive terms were Chemistry and Environment. It is concluded that in general, for the group of students studied, Chemistry and the Environment are distant, suggesting the need to intervene Environmental Education in a globalizing bias. It was also observed that Chemistry, for them, is represented socially associated with the school universe, especially in a perspective of experimental science. The Environment is seen as something to be cared for and preserved, after all we need it to live. With this, an anthropocentric view can be affirmed, which places nature as a use of our use as humanity. In this way, we are considering implications for the teaching of Environmental Chemistry, with the practice of EE in a critical and reflexive bias towards socio-environmental problems.