A abordagem da injustiça ambiental a partir da BNCC : um exercício de rebeldia na interpretação de possibilidades contra-hegemônicas

Abstract

This research discusses the way in which environmental injustice is presented in the National Common Curricular Base (BNCC). Environmental injustice is the disproportionate imposition of environmental impacts on vulnerable populations. In turn, the BNCC is the document that guides curriculum formulation in Brazil. Considering that the naturalization of injustices can be overcome through education and understanding the curriculum as a territory of ideological dispute, which can be an instrument that naturalizes or denounces injustices, the general objective of this research is to analyze the limits and possibilities to address environmental injustice in the Middle School and High School stages in the aforementioned document. The main bibliographic references used in this research were Acselrad et al. (2009), Apple (2006), Freire (1987), Leff (2009) and Silva (1999). The study developed here has a qualitative approach. Taking the documentary type as a reference, data production was carried out based on the categorization of Base Competencies and Skills. The words justice and nature, as well as the particle ambient, were used as selection criteria for the Competencies and Skills to be observed in this research. The technique used to analyze the data was Discursive Textual Analysis, which comprises the processes of unitization, categorization and construction of metatexts. The results revealed that the National Common Curricular Base does not present the compound term environmental injustice, but there are possibilities for its approach based on the categories: human/nature relationship, implications of scientific/technological advancement, responsible consumption, socio-environmental awareness, sustainability, and socio-environmental ethics. However, despite the emergence of these categories, the conceptual bases that enable the approach to environmental injustice based on the document are weakened and decontextualized. There is a predominance of personal responsibility for socio-environmental problems, the document depoliticizes the promotion of environmental impacts, and the understanding of environmental injustice is crossed by a technical and individualizing perspective, which is related to the Pedagogy of Competencies, an educational perspective related to training for the job market, which relegates training to autonomy and political emancipation. That way, the BNCC is a barrier to the development of socio-environmental awareness and, consequently, contributes to the naturalization of environmental injustice. Given this context, Critical Environmental Education was listed as a dimension and aspect of education that can be a means to overcome the naturalization of environmental injustice. From the results, it was concluded that there are possibilities for addressing environmental injustice in the analyzed document, but this is not an inherent proposal, on the contrary, the BNCC contributes to the alienation and naturalization of environmental injustice.