Interdisciplinaridade e transversalidade curricular na educação ambiental: proposições para o inevitável enfrentamento da crise climática

Abstract

This research aims to contribute to reflection on the role of Sociology in the face of one of the most challenging social facts of our time: the climate crisis. It brings a historical reflection on the constitution of this new “social fact”, within sociology, and in a way it can contribute to the construction of environmental knowledge. Based on a proposal for reflection based on the dialectic between traditional knowledge (based on the Yanomami narrative of creation portrayed by the shaman Davi Kopenawa), and scientific knowledge, new paradigms of knowledge in relation to nature and environmental education can be constructed that can contemplate a more holistic proposal of reality, in the sense of contributing environmental knowledge that is ecologically viable and socially fair. It highlights the importance of the SDGs – Sustainable Development Goals (goals established by the UN in 2015), whether they are present and connected or not, in the proposal in the school curriculum and in textbooks from three different publishers, of the Sociology curriculum component in teaching average in Brazil. How the Brazilian State seeks to fulfill the constitutional right to a healthy environment and how the teaching content reflects this right, in order to guarantee the necessary content for present and future generations, for the mitigation and adaptation of the ongoing climate crisis. This research reflects on the possibility of “a bridge” that can connect knowledge in a transversal, interdisciplinary proposal, which can reverberate in teaching proposals and in non-formal spaces for knowledge socialization.