O conceito de natureza nos livros didáticos de geografia dos anos iniciais do Ensino Fundamental I (PNLD 2019-2022) utilizados em escolas municipais da cidade de Goiânia-GO

Abstract

It seems simple, but it is deeply complex the process of construction and internalization of the concept of nature. It begins in Kindergarten and in the early years of elementary school. As the textbook is a pedagogical resource available to the teacher, this dissertation aimed to analyze Geography textbooks of the initial years of Elementary Education used in Goiânia municipal schools from 2019 to 2022, observing the construction of its theorical contribuition on the concept of Nature. 12 books were selected, from four different collections, used in the first three years of elementary education in Goiânia municipal schools. All books are organized in chapters and units that suggest conformity with the Thematic Units of the Common National Curricular Base. The contents related to nature are updated, correctly presented and portray it as externality. Regarding the concept of nature, the authors try to value the students' experiences; however, they often use examples that are far from the children's reality. Although the place - predominant in the first and second year textbooks -, and the landscape - which stands out in the third year volumes -, are used as categories, the Cerrado, a domain easily associated to both and to the target public's experience, does not receive the due attention. It is only presented in two of the twelve textbooks. The pictures are relevant and in sufficient quantity to develop children's learning about nature, with only one collection that brings pictures that stand out in terms of quality. Regarding the characteristics that may influence the appropriation of reading and writing for the age group, to which the book is indicated, an increase in the complexity of the language used over the years was identified, as well as a lower adequacy to the level of education to which the textbooks are proposed. The typology of the letters is another characteristic that also changes as the year of the book progresses, changing from sticky type in the first year books and in the initial chapters and units of the second year books, to uppercase and lowercase in the others. All the books present complementary content, which can be appropriate to fill pedagogical gaps in the construction of the concept of nature. The content about nature in the textbook for the first years of elementary school can be an alternative for paradigm changes regarding its preservation and conservation. In an antagonistic way, it was possible to identify in this research a neoliberal vision, in which the extractive economy predominates and the Cerrado is little contemplated, that can result in the devaluation of both.