Education, Geosciences, Geology, Brazilian national curricular parameters
Abstract
Analysis of the Brazilian National Curricular Parameters for Middle-Level Education (NCPME) reveals that subject matter in the Geosciences is considered important both in specific courses (Biology, Chemistry, Physics and Geography) and in interdisciplinary subjects. The NCPME consider mathematical, scientific and technological knowledge, including various themes in the Geosciences, most notably Geology, as necessary for the average citizen and not just the prerogative of specialists. With recent developments in research on local and global environmental changes as the result of man´s interaction with natural cycles, it has became clear that the type of education commended as useful for life and employment in the NCPME should attempt to integrate knowledge as to the functioning of the environment and the interdependency of all its sectors, including the Biosphere, within the historical perspective of planetary evolution. Except in rare instances, however, geoscientific topics in Brazil, have traditionally been treated in a fragmented, dispersed way, revealing the anthropocentric and short-sighted nature of the philosophy orienting subject matter. This has proved insufficient not only for promoting comprehension of the Earth as a complex and dynamic system but also for developing the sensitivity necessary to confront the present challenges imposed by environmental degradation. This paper demonstrates that in order to accomplish the objectives of Basic Education in Brazil it will be necessary to include a broad treatment of geoscientific knowledge integrated with the other natural sciences and with Geography. It is concluded that the holistic study of nature, in all its complexity, can contribute significantly to reaching the fundamental goals of education.
