A vermicompostagem no ensino de ciências para promover a alfabetização científica e desenvolver a educação ambiental

Abstract

This research aimed to analyze the potential of vermicomposting as a practice in Science teaching to integrate Environmental Education. It is assumed solid waste management at school favors the articulation between Science and Environmental Education. Given this assumption it was questioned: what is the viability of vermicomposting as a pedagogical practice in Science teaching, considering the development of Scientific Literacy and of Environmental Education during the final years of Middle School? Qualitative and interpretative approach was used to analyze the question through pedagogical intervention. The methodology was divided in two stages: (1) elaboration, application and analysis of a Didactic Sequence about vermicomposting for 7th grade students and, (2) investigation with Science teachers from public education system of Paraná State, Curitiba City, about their pedagogical practices in management of solid organic waste, as well as their perceptions regarding vermicomposting as pedagogical practice. The Didactic Sequence proposition and implementation were analyzed considering elements of three Structuring Axes of Scientific Literacy proposed by Sasseron and Carvalho (2011); as well as the aspects of social participation for Scientific Literacy according to Marques and Marandino (2018); and it was considered a critical perspective of Environmental Education through change of attitudes and values as recommended by Carvalho (2005). Data obtained from the first and second stages of this research were evaluated through Content Analysis proposed by Bardin (2011). As a result from first stage, it was possible to verify elements in activities of the Didactic Sequence about vermicomposting in consonance with aspects of Scientific Literacy Axes, related to the assumptions for social participation, and to favor changes in attitudes and values. The result from second stage, which was carried out with a sample of twenty-one teachers, showed that nine teachers have applied solid waste management practices, mainly related to Environmental Education. Twelve teachers have not applied solid waste management practices, and they have pointed out many limitations in the school physical structure that make more difficult to apply these pedagogical actions. Twentyone teachers participating in this research presented their perceptions about vermicomposting, which allowed to identify the potential of vermicomposting for learning and to develop Environmental Education. Thus, it was possible to verify possibilities for the feasibility of organic solid waste management practices as pedagogical practice in Science teaching to develop Environmental Education. Based on this research, a proposal was presented for a course about vermicomposting subject aimed to teachers from basic education.