Environmental education and social justice: analysis of student arguments in a case about sea turtles

Abstract

This study aimed to analyze the arguments of 1st-year students from the Environmental Technical Course at IFRJ, using Toulmin's structure, to propose balanced solutions to a case study involving the green turtle (Chelonia mydas) impacted by the action of an individual in a situation of social vulnerability. The methodology was based on a qualitative approach, applying a fictional case study inspired by a real event that occurred at Flamengo Beach in Rio de Janeiro. The students, divided into 8 groups, were guided to construct arguments structured around data, conclusions, warrants, backings, qualifiers, and rebuttals, following Toulmin's model (2006). The quality of the arguments was evaluated based on criteria adapted from Sadler and Donnelly (2006), including Position and Rationality, Multiple Perspectives, and Rebuttal. The results showed that most groups were able to develop coherent and well-founded arguments, particularly regarding the protection of the green turtle and the ecological impacts of interrupted nesting. For example, many groups highlighted the importance of the species for the balance of marine ecosystems and the negative effects of biodiversity loss. However, a significant gap was observed in addressing social issues, such as the vulnerability of the individual involved, highlighting the need for greater integration between social justice and environmental conservation. While some groups mentioned the importance of public policies to support homeless individuals, few developed concrete proposals that balance human needs and environmental protection. The analysis of the arguments revealed that students demonstrated greater ease in discussing the ecological aspects of the case, such as the reduction of the turtle population and ecological imbalance, compared to social issues. This suggests that there is a need to broaden the pedagogical approach to include a more holistic perspective, considering both species conservation and the human conditions that influence and are influenced by these issues. Additionally, the application of Toulmin's scheme proved effective in developing argumentative skills, but it is essential to promote greater reflection on the interconnections between environmental and social problems. It is concluded that Toulmin's structure is a valuable tool for environmental education, enabling students to build solid and well-founded arguments. However, it is crucial that future pedagogical interventions encourage a more integrated approach, considering both ecological and social aspects. This will prepare students to address socio-environmental challenges critically and inclusively, contributing to the formation of conscious and responsible professionals and citizens.