Abstract
In current time, it is evident the necessity of animal welfare education policies. Animal welfare is defined as the state of an individual attempting to adjust to the environment and education material can encourage dialogue inside schools. We aimed to verify the presence or absence of animal welfare related content in school books and survey the perceptions of the students about the subject, associating with the socioeconomic profile of the school district and with the overall school performance in the SARESP test. This study was performed between July and November, with seven of the twenty-two public schools in the city of Araçatuba, São Paulo, Brazil. Seven books were collected for analysis from each school, totalizing 49 books, and 430 students answered a survey with 10 questions. The statistical analysis did not show relevant difference between biological gender, age, grade and socioeconomic profile and animal welfare knowledge perception. This study concluded that in most of the analyzed books, animal welfare topics are absent, and that there is no difference between the schools’ socioeconomic profile and animal welfare knowledge perception of the students.
Highlights
The teaching-learning process allows an opportunity for the evolution of educators' skills, which privileges the essence of the educational process – learning (Estrela, 2018)
The Brazilian school grades are composed of elementary school grades (1st to 5th), middle school grades (6th to 9th) and high school grades (1st to 3rd), and the SARESP test demonstrates the performance of 9th grade of middle school and 1st grade of high school students through an external test of Portuguese language and math (Department of Education of the State of São Paulo, 2017)
The didactic books analysis showed that only one book of the 7th grade had an animal welfare related content, in the page 163, Unit 6: Invertebrate Animals, with the title “Ethics and experimentation in animals”, after the Nematodes text
Summary
The teaching-learning process allows an opportunity for the evolution of educators' skills, which privileges the essence of the educational process – learning (Estrela, 2018). In this context, the introduction of new concepts to textbooks is of fundamental importance to the transformation of a society reaching all students regardless of their purchasing power. The introduction of new concepts to textbooks is of fundamental importance to the transformation of a society reaching all students regardless of their purchasing power Nowadays, it is evident the need for animal welfare education policies. Causing a complex and revolutionary reflection on the way we raise and treat animals (Ramos et al, 2021)
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