Concepções de especismo em livros didáticos: ética no ensino de ciências como uma ferramenta para o antiespecismo

Abstract

This dissertation results from an investigation into how speciesism is addressed in 7th-grade Science textbooks, guided by the Base Nacional Comum Curricular (BNCC) and approved by the Programa Nacional do Livro Didático (PNLD 2024). The research is based on the premise that the absence of discussions on animal ethics and speciesism contributes to the perpetuation of anthropocentric and instrumental views of nature, limiting students’ critical development. The introduction presents the personal and academic paths that motivated the choice of the topic. The first chapter offers a theoretical overview of speciesism, ethical approaches, and their relationship with education. The second chapter deepens the discussion on the role of the BNCC and the Science, Technology, Society, and Environment (STSE) approach in fostering critical scientific education. The third chapter describes the methodology, including the development of an analytical tool applied to the BNCC and the textbooks. The fourth chapter examines five textbook collections approved by the PNLD, followed by the final considerations. The results reveal a predominance of anthropocentric and speciesist approaches, as well as a lack of content that acknowledges the intrinsic value of non-human animals. The dissertation advocates for the incorporation of non-anthropocentric ethical perspectives (sentientism, biocentrism, and ecocentrism) into Science education, in an interdisciplinary manner and aligned with the STSE framework. It concludes that there is an urgent need to rethink educational materials and pedagogical practices, expanding the moral consideration of animals in order to overcome speciesism and promote a more ethical, critical, and environmentally conscious education.