Os temas controversos na educação ambiental

Abstract

Several authors believe that the discussion of controversial issues in the classroom is particularly useful for learning the contents, the processes and the nature of science and the technology, and for pupils' cognitive, social, political, ethical and moral development (CACHAPUZ, PRAIA, PAIXÃO and MARTINS, 2000; MILLAR, 1997; NELKIN, 1992; REIS and PEREIRA, 1998; ZEIDLER and LEWIS, 2003). These opinions have been supported by research (DORI, TAL and TSAUSHU, 2003; REIS, 1997, 1999, 2001; SADLER and ZEIDLER, 2004; SOLOMON, 1992; ZOHAR and NAMET, 2002). Despite all the favourable opinions and empirical evidence concerning the educational potential of the discussion of controversial issues, the majority of science classrooms don't incorporate this type of activity (even when controversial issues comprise the curricular content). Several factors - inherent to the discussion itself, the teachers, the pupils and the educational system - discourage the use of this methodology in the classroom (LEVINSON and TURNER, 2001; MCGINNIS and SIMMONS, 1999; MITCHENER and ANDERSON, 1989; NEWTON, 1999; REIS, 2001, 2004; REIS and GALVÃO, 2004, 2005; SIMMONS and ZEIDLER, 2003; STRADLING, 1984). Nevertheless, as it is discussed in this article, professors' strong personal convinctions regarding the importance of the discussion of controversial issues in the classroom context, in association with the strenght of disciplinary content knowledge and pedagogical knowledge about students, as well as with the science teaching aims and the strategies more adjusted to the effectiveness of such activity, make it easier to surpass the referred barriers.