Caatinga biodiversity and ecosystem services: a case study with students from a municipal school

Cíntia Leideane Araujo  Ferreira; Rosimary de  Carvalho Gomes Moura; Elaine Maria dos Santos Ribeiro

doi:10.31686/ijier.vol7.iss11.1972

Authors

Cíntia Leideane Araujo Ferreira

Universidade de Pernambuco- UPE
Rosimary de Carvalho Gomes Moura

Universidade de Pernambuco-UPE
Elaine Maria dos Santos Ribeiro

Universidade de Pernambuco- UPE

DOI:

https://doi.org/10.31686/ijier.vol7.iss11.1972

Keywords:

Ecosystem, Biodiversity, Environmental education

Abstract

Environmental education with a focus on biodiversity values can be an instrument for sensitization, reflection, construction of a critical vision and behavior change. The knowledge of local Caatinga biodiversity is fundamental for the valorization and conservation of its the native elements. This work aimed to present a diagnosis about the the knowledge of school students on the topics environment, Caatinga biodiversity and ecosystem services in Juazeiro, Bahia, Brazil. We used qualitative and quantitative methods, through bibliographic research, in which the conceptual and normative aspects were addressed through books, articles, journals and others, as well as through questionnaires for students. Was verified that students recognize Caatinga biodiversity especially by plants as cactus species. They presented some knowledge about the research topics, but many of the concepts were confuse. This confusion in concepts may be due to the scarcity of information related to Caatinga biodiversity in the school context, and highlight the importance of present the studied topics as a way of encouraging conservationist actions and behavioral changes.

References

[1] ANDRADE, Daniel Caixeta; ROMEIRO, Ademar Ribeiro. Ecosystem services and their importance to the economic system and human welfare. Campinas: IE / UNICAMP, 2009.
[2] BIZZO, N. Sciences: easy or hard? Sao Paulo: Attica, 2001
[3]BRAZIL. Secretariat of Elementary Education. Environment in: National Curriculum Parameters: third and fourth cycle. Brasilia: MEC / SEF, 1998.
[4] BRAZIL. Ministry of the Environment, Brazilian Biodiversity. Biodiversity Secretariat Available at: <http://www.mmma.gov.br/estruturas> Accessed on: 12 Jun. 2019.
[5]FROM AMARANTE MATOS, Elaine Cristine; LANDIM, Myrna Friederich. The Caatinga biome in science textbooks in the high sertão sertão public schools. Alexandria: Journal of Education in Science and Technology, v. 7, no. 2, p. 137-154, 2014.
[6]_____. Law No. 9795, April 27, 1999. Provides for environmental education, establishes the National Policy for Environmental Education and other measures. Available at: <http://www2.planalto.gov.br/presidencia/a-constituicao-federal/a-constituicao-federal>. Accessed: May 18, 2019.
[7]______. Law No. 6,938, of August 31, 1981. Provides for the National Environmental Policy, its purposes and mechanisms of formulation and application and other measures. Available at: <www.planalto.gov.br/ccivil/L6938.htm>. Access on: June 28, 2019.
[8]CARVALHO, I. C de M. Environmental education: the formation of the ecological subject. Sao Paulo: Cortez, p.152- 256, 2008.
[9]GOLDBERG, Luciane Germano; YUNES, Maria Angela Mattar; FREITAS, José Vicente de. Children's drawing from the perspective of the ecology of human development. 2005
[10]GIL, Antonio Carlos. Methods and techniques of social research. 6th ed. São Paulo, Ática Publisher, 2007.
[11]MOURA, F. de B. P. The Atlantic Forest in Alagoas. Maceió: EDUFAL, 2006.
[12]SAUVÉ, L. Environmental education - a constructivist relationship between school and community. Montreal: EDAMAZ / UQÀM, 2005.
[13]SANTOS, Antonio Raimundo dos. Scientific methodology: the construction of knowledge. 5. ed. rev. Rio de Janeiro: DP&A, 2002.
[14]RODAL, M. J. N .; SAMPAIO, E. V. S. B. The vegetation of the Caatinga biome. Recife: PNE / CNIP, 2002.