Educação ambiental e justiça climática

uma proposta de sequência didática com o gênero textual canção para aulas de língua portuguesa

Abstract

In light of current environmental crises, environmental education in schools must go beyond theoretical knowledge, promoting practical actions that encourage care and respect for the environment. In this context, teaching Portuguese Language can contribute by using the song genre as a tool to discuss socio-environmental issues. This study proposes a didactic sequence that employs music to raise awareness, foster critical reflection, and stimulate values related to the environment. The research, conducted through a qualitative approach, was carried out with students from the second level of Basic Education, specifically in an Adult and Youth Education (EJA) class at a school in Paulo Afonso, BA. Three songs were selected—"Xote Ecológico" by Luiz Gonzaga, "Passaredo" by Chico Buarque, and "Tempo de Ser Feliz" by Jamily—that address environmental themes. The methodology involved observation and focus groups, aiming to collect data through analyses, testimonials, and personal descriptions. The results indicate that the song genre, combined with parody production and intertextuality, is an effective strategy to facilitate understanding of environmental impacts and promote students’ critical awareness. The proposal aims not only to sensitize young people from the Northeast but also to serve as inspiration for other teachers to create their own didactic sequences, incorporating songs with environmental themes. Thus, using songs in Portuguese language teaching proves to be an engaging, interdisciplinary, and relevant approach for fostering more conscious and engaged citizens in environmental preservation.