Os domínios morfoclimáticos e os impactos socioambientais da expansão urbana no processo de desnaturalização do espaço: a perspectiva dos livros didáticos de Geografia e Ciências.

Abstract

This study examines the socio-environmental impacts arising from urban expansion, aiming to foster a dialogue on the complexity of the relationship between human and physical-natural aspects. It explores how this dialogue is integrated into the educational process through the use of textbooks, particularly in topics predominantly featuring physical-natural elements, such as Brazil's Morphoclimatic Domains. The research promotes the development of students' formal knowledge of their lived reality through transversality and transdisciplinarity. The primary objective is to analyze the treatment of the Morphoclimatic Domains theme in Brazil and how it discusses human occupation and urbanization within landscape dynamics and their impacts. The focus is on textbooks intended for the 7th grade of Elementary School (final years), in both Geography and Natural Science curricula. To this end, a qualitative study with an exploratory purpose was conducted. The research analyzed the content on Brazilian Morphoclimatic Domains in Geography and Science textbooks distributed by the National Textbook Program (PNLD) in Brazil (2020-2023 quadrennium). The methodological procedures were divided into two phases of bibliographic research: one concerning the support of reviewed literature, and the other involving content analysis of textbooks selected based on criteria aligned with the research objectives, resulting in a total sample of four books. The analysis considered (1) the content presented in the student's book; (2) the pedagogical guidelines; (3) the presentation of graphic resources and maps; (4) the supplementary materials recommended; and (5) the proposed activities. The theoretical analysis fostered a dialogue on the impacts of the denaturalization process in space, which considers the standardization of technique in the materiality of built environments and the conception of nature as distant and abstract to the individual. This dialogue brings an approximation of the complexity of natural space with urbanized societal space, highlighting potential socio-environmental impacts without disregarding the equivalent importance of their constituent components, using the geographical category of landscape as a level of spatial analysis. The findings indicate that the textbooks present the content with few differences between them, employing a predominantly naturalistic dialogue and a nature vs. society dualism. Although phenomena inherent to urban space are mentioned as a type of environmental impact, an abstract and distant conception of the environment within urban perimeters prevails. This work proposes the consideration of socio-environmental effects in the denaturalization process as a didactic tool to support the development of reasoning that brings the school community closer to the studied theme, thereby promoting the transversality of contemporary issues such as environmental education.