Educação ambiental em espaços de educação não formal: uma revisão integrativa sobre suas diferentes formas de abordagem

Abstract

Environmental Education (EE) emerges as a necessary response to the civilizational crisis installed by the hegemonic development model, which results in the accelerated degradation of aquatic and terrestrial ecosystems. In the Brazilian context, EE is an essential and permanent component of national education, encompassing formal and non-formal dimensions. This research takes as its object of study the approach to Aquatic Biology contents in Non-Formal Education Spaces (NFES), understanding them as living and dynamic environments that allow the integration of science into daily life. The problematization lies in the realization that, although EE has become universal, academic research still privileges the school context, with a significant gap in how educational actions occur and are recorded in non-formal environments, especially regarding aquatic biodiversity. Furthermore, the National Common Curricular Base (BNCC) has been criticized for a superficial and naturalistic approach, which reinforces the need to compile data on transformative practices outside school walls. The general objective of this research is to analyze, through a literature review, how Aquatic Biology contents are approached in different levels of teaching and types of educational spaces. The methodological procedures consist of a narrative and systematic review of the literature, carried out in databases such as SciELO, Scopus, and the CAPES Thesis and Dissertation Database. The step-by-step includes: 1) Search for combined descriptors (e.g., "Aquatic biodiversity" and "Non-formal spaces"); 2) Systematic selection through reading titles and abstracts; 3) Full reading of the selected articles for qualitative and quantitative analysis. The results include mapping the most effective active methodologies, identifying successful experience reports in aquariums, museums, and rivers, and proposing guidelines that assist teacher training to work in these spaces, promoting scientific literacy and socio-environmental engagement.