Percepções docentes acerca do uso de ficção científica na formação do pensamento crítico na educação ambiental

Abstract

In a moment of climate change and a near environmental collapse, discussions on these topics are becoming increasingly necessary in all social spheres, especially in schools, as today's students are the hope for the future of tomorrow. Environmental Education (EE) thus shows itself as the most suitable possible social field to crystallize these discussions, given that its role has been, among many, to consider the relationship between man and nature. Even if EE is used as the field for these discussions, it is still necessary to outline the teaching practices that will introduce the theme and mediate the discussions, and in this case, Critical Environmental Education appears as a great possible tool due to its way of considering social inequalities, ecological justice, and similar issues. This potential becomes even stronger when allied with Science Fiction (SF) works, which have the capacity to envision what the future of what we have built so far in science and technology will be like, especially considering that SF works are closer to the students' reality than the systematized content in textbooks. In this manner, this research carried out a Quantitative Systematic Literature Review in the annals and proceedings of ENEBIO, ENPEC, and EPEA and Reflective Interviews with science and biology teachers from public schools in São Gonçalo, using semi-structured scripts, subsequently analyzed through Content Analysis, in order to find the possible connections between SF and EE in Science Teaching. It was observed that, even though there is a greater than expected number of scientific articles on the potential of SF in Science Teaching, there are still very few works that focus on the relationship between SF and EE. It was also seen that teachers' perception regarding the use of SF combined with EE is positive, although challenging. Nevertheless, the results showed that many of the articles bridge SF and concepts and debates from the EE field, even if this was not the focus or intention of the study, and that teachers do indeed use SF in the classroom to work with EE despite the obstacles, which demonstrates that the relationship between SF and EE may be more natural than one might think.