Analisando o tema mudanças climáticas nos livros didáticos: uma verdade inconveniente

Abstract

Climate change is an issue of global concern. Formal education plays a key role in providing clarity in addressing such a complex theme. As the textbook is the main source of printed information used, it is necessary to make an informed and reasoned choice of that instrument work. The objective of this study was to analyze the content covered on the topic in textbooks, in order to understand how this complex and important current issue is transmitted and published. We selected ten books Science / Biology and Geography of middle and high school, used in the public schools of Cruz das Almas - BA. We opted for the critical content analysis with qualitative approach to thematic analysis for selected textbooks. The phases analysis of the contents consist of three steps: 1) pre-analysis, which is the organization stage performed by reading floating, 2) holding the material, which are grouped into three broad categories (causes, consequences and mitigation) and 3) treatment of the results, followed by inference and interpretation. None of the books presented chapter or unit with specific focus on the topic under study and the approach of the subject involved, especially the concepts of global warming, greenhouse effect and ozone layer, no difference in approach between the contents of the middle and high school. It is imperative to improve the teaching materials and pedagogical actions available. The search strategies for political intervention should be contemplated as part of the solution.