O ECOLETRAMENTO EM UMA INOVAÇÃO E ATUALIZAÇÃO DO CONCEITO PARA ESTUDOS NO ENSINO DE CIÊNCIAS
DOI:
https://doi.org/10.17564/2316-3801.2024v12n2p352-367Abstract
Ecoliteracy links ecology and literacy. The problem: what possible educational innovation can Ecolearning promote in the science teaching curriculum? The general objective is to revisit the concept and methodological proposal of Ecoliteracy, as well as to update the concept/debate in the field of science teaching. The Theoretical Framework methodology was chosen, based on a list of productions on Ecoliteracy between 2012 and 2023 in Brazil. The results under the descriptor "ecoliteracy" point to ecoliteracy as a theoretical contribution to ecology studies in schools; they also point to ecoliteracy practices with the use of children's literature in environmental education and ecolexographies aimed at scientific literacy in science teaching. The paper concludes by pointing out the innovations provided by ecoliteracy in this period of searching for productions on the subject and the need to expand productions under the descriptor "ecoliteracy", thus covering the status of production on ecoliteracy around the world, thus bringing contributions to science teaching and the curriculum in basic education.