DISCURSIVE INTERACTIONS OF A SCIENCE CIRCLE OF THE PRÓ-JOVEM URBANO DA AMAZÔNIA: TALKING ABOUT ENVIRONMENTAL HERITAGE PROBLEMS

Abstract

We analyzed discursive interactions in the Science Circle of Pró-Jovem Urbano in the city of Vigia de Nazaré-Pará-Brazil, in which teachers and students talked about environmental problems in the place where they live. The didactic sequence that culminated in the conversation circle was tested as a methodology of Environmental Heritage Education by a researcher from the Master's Degree in Education in Science and Mathematics at UFPA. The dialogues constructed are discussed according to the categories of Monteiro and Teixeira (2004) and studies of Social Representations of Environmental Problems (Mazzotti, 1997). They show the attempt to overcome a sociocentric view to a socio-environmental perspective in which the subjects identify themselves as the environment. The results suggest that the use of discursive resources by the teacher can contribute significantly to the students' argumentation process. They point to the Environmental Conversation Circle as a legitimate teaching and learning methodology for the construction of meanings and identification of students with the environment.