Contribuições do ensino de física para a preservação do meio ambiente: uma análise didática para o ensino médio

Abstract

The National Environmental Education Policy (Federal Law No. 9,795/1999) establishes that Environmental Education must be present at all levels and modalities of education and must be addressed in a contextualized and interdisciplinary manner across all curricular components, however, despite this requirement, this discussion is rarely addressed in Physics curricula. Therefore, the objective of our study was to investigate the pedagogical practices of high school Physics teachers regarding their approach to Environmental Education-related content. The research site was a public high school in Pesqueira, Pernambuco, with the participation of three Physics teachers. This is an exploratory and descriptive study with a qualitative approach. The data collection instruments used were a questionnaire and classroom observation. The results indicated a clear contradiction between theory and practice, two of the teachers, despite recognizing the importance of working with Environmental Education concepts, still described them superficially, as they are little explored in Physics teaching, this highlights the need for investment in initial and continuing teacher training so that teachers can address the structured curriculum through themes focused on STSE. The data clearly revealed that more comprehensive training allowed Teacher B to develop a differentiated practice through an approach that seeks to connect Physics with environmental reality.