Biodiversity and Citizenship in an Argumentative Socioscientific Process

Abstract

Socio-environmental issues become evident in countries with megadiversity. Brazil finds itself in this context, adding to the fact that it has severe socioeconomic inequalities, of which we highlight the lack of environmental justice. The present study has education for citizenship and biodiversity as its principles, considering that this interface empowers the students to emerge from socio-political perspectives to overcome environmental injustices. The objective is, therefore, to identify concepts of biodiversity and citizenship present in arguments developed by high school students in a socioscientific discussion. The research participants were nine students from a rural and public school in Brazil. We designed and implemented a Focus Group on the disappearance of bees and its consequences. The participants’ speeches were structured in arguments and analyzed from categories regarding the dimensions of citizenship and biodiversity. We identified the relationship among all categories in the arguments listed. However, we observed that these students are not full citizens since they identify several obstacles to active participation in social transformation actions. This study aims to contribute to research and science education strategies to promote active citizenship and critical perspectives on biodiversity.