O livro didático de Língua Portuguesa e abordagem da educação ambiental: uma análise do livro “Português: linguagens” do 6º ano do Ensino Fundamental

Abstract

This work aimed to investigate how the theme of environmental education is addressed in Portuguese language textbooks for Elementary School – Final Years through the analysis of the book “Portuguese: Languages”, for the 6th grade. A documental, descriptive and applied research was elaborated that presents the qualitative method. To this end, a theoretical corpus composed of authors who discuss the essentiality of incorporating environmental education in Portuguese language classes was used, among which it is possible to highlight: Branco, Royer and Branco (2018), Oliveira and Neiman (2020) , Ramos et al (2019), Silva and Santos Júnior (2019) and Sorrentino and Portugal (2016). We evidence that the book "Portuguese: languages" has the last unit - Unit 4 - dedicated to the theme "environmental education", presenting a total of three chapters composed of texts and activities that stimulate reflection, criticality and construction of students' hypotheses about the impacts of human actions on the environment. Furthermore, there is an articulation between environmental education and the teaching of the mother tongue, not only directed at reading, interpreting and producing texts, but also relating texts to grammatical contents.