Abstract
The exploitation of animals for human purposes raises several ethical concerns in the educational realm that ought to be carefully dealt with. Derived from the content analysis of sample of 39 Portuguese secondary and high school textbooks, this study aims to understand how factory-farmed animals are represented within the following themes: food and health, environment and sustainability, and animal welfare. This work examines whether textbooks suggest the continuation or reduction of the consumption of animal-based products for a healthy diet; discuss the correlation between meat and severe environmental impacts; treat whether plant-based diets are considered healthy, viable and sustainable; and whether the agency and welfare of non-human animals is considered. The results show that animals are consistently classified as consumable, with rare mentions of plant-based proteins as a healthy option. Animal farming is inaccurately portrayed as being extensive and is presented from the point of view of maximum production. The suffering and agency of animals are never dealt with. Even though there are some references to the environmental impacts of animal farming, fishing and hunting, there are no recommendations to reduce the consumption of animal-based products as a way of mitigating environmental impacts. The resolution of current environmental challenges is dependent on there being profound shifts in science education that can provide students with the necessary information to create effective change. In seeking to create a more sustainable planet, this study endorses a more ecocentric pedagogy that frames other animals as sentient beings with intrinsic value. It is hoped that the results of this study can motivate authors, reviewers, and scientific and pedagogical consultants to redefine the guidelines in Portugal’s Frame of Reference for Environmental Education, as well the editing criteria for textbooks. Furthermore, this paper seeks to encourage changes in the behaviour of young people and communities towards animals, food and the environment.
Resumo
A exploração de animais para consumo humano acarreta repercussões éticas que deveriam ser cuidadosamente mencionadas no contexto educacional. Através de uma amostra de 39 livros portugueses do terceiro ciclo e do ensino secundário, e mediante a análise de conteúdo, este estudo visa compreender como é que os animais explorados para fins alimentares são representados no âmbito das temáticas: alimentação e saúde; ambiente e sustentabilidade; animais e bem-estar. Isto é, se, para uma alimentação saudável, os livros escolares concebem a manutenção, ou a redução, de produtos de origem animal; se correlacionam a carne ou peixe a impactos ambientais severos; se consideram as dietas de base vegetal saudáveis, viáveis e sustentáveis; se atendem à agência e ao bem-estar dos animais. Os resultados denotam uma consistente classificação dos animais como consumíveis, com ténues menções ao recurso das proteínas de base vegetal como opções viáveis e saudáveis. As técnicas de produção animal são inadequadamente representadas como extensivas, apresentadas do ponto de vista da maximização da exploração, sem ser abordado o sofrimento ou a agência dos animais. Ainda que se tenham encontrado algumas menções em relação aos impactos ambientais da produção animal, pesca e caça, não existe qualquer recomendação para que se reduza consumo de produtos de origem animal como forma de mitigar os impactos ambientais. Os atuais desafios ambientais estão dependentes de profundas mudanças nas ciências da educação, que devem proporcionar a informação necessária aos estudantes para se criarem mudanças efetivas. Para um planeta mais sustentável, este estudo endorsa uma pedagogia mais ecocêntrica que enquadre os outros animais com seu devido valor intrínseco. Espera-se que os resultados deste estudo possam motivar os autores, revisores, consultores pedagógicos e científicos a redefinir o Referencial de Educação Ambiental para a Sustentabilidade em Portugal, assim como o critério de edição dos livros escolares. Adicionalmente, espera-se que os resultados deste artigo possam encorajar a mudança de comportamentos das comunidades mais jovens em relação aos animais, à alimentação e ao ambiente.
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Index- List of textbooks (39) included in the sample.
Amado, E., Baptista, J. E., Baptista, J. C. (2012). Geodiversidades Manual do Professor – Geografia. 7º ano. Didáctica Editora.
Amorim, C., Pires, C. (2020). Clube das Ideias 10 – Filosofia. 10º ano. Areal Editores.
Amorim, F. Araújo, I., Militão, P. (2013). Em progresso 7 - Português. 7º ano. Plátano.
Antunes, C., Guindera, P., Bispo, M. (2014). Descobrir a Terra 7. Ciências Naturais 7º ano. Areal Editores.
Antunes, C., Bispo, M., Guindeira, P. (2020). Descobrir a Terra 8 – Ciências Naturais. 8º ano. Areal Editores.
Borges, J. F., Paiva, M., Tavares, O. (2020). Novos Contextos – Filosofia – 11º Ano. Porto Editora.
Campos, C., Dias, M. (2014). Terra CN – Ciências Naturais. 8º ano. Texto Editores.
Carrajola, C. (2020). Planeta com Vida. 12º Ano. Biologia. Santillana.
Carrajola, C., Martim, L., Hilário, T. (2015). Ciências Naturais 9 – Livro do Professor. Santillana.
Costa, F. (2020). Diálogos 9 – Português. 9º ano. Porto Editora.
Costa, F., Magalhães, V. (2020). Diálogos 8 – Português. 8º ano. Porto Editora.
Costa, F., Mendonça, L. (2020). Diálogos 7 - Português. 7º ano. Porto Editora.
Costa, I. A., Barros, J. A., Motta, L. Viana, M. A., Santos, R. P. (2020). Viva a Terra 9 – Ciências Naturais. 9º ano. Porto Editora.
Costa, I. A., Motta, L., Santos, R. P., Barros, J. A., Viana, M. A. (2016). Viva a Terra 8 – Ciências Naturais. 8º ano. Porto Editora.
Delgado, Z., Canha, P., Trinca, C. B. (2014). À descoberta da Vida – Ciências Naturais 8. 8º ano. Texto Editores.
Dias, M. Campos, C. (2012). Terra CN – Ciências Naturais. 7º ano. Texto Editores.
Freitas, E. M., Ferreira, I. G., Barbosa, M. L. (2018). O Caminho das Palavras – Português. 10º ano. Areal Editores.
Matias, O., Martins, P. (2015). Biologia e Geologia 10. 10º ano. Areal Editores.
Matias, O., Martins, P., Dias, A. G., Guimarães, P., Rocha, P. (2020). Biologia e Geologia 10. 10º ano. Areal Editores.
Moreira, J. R., Sant’Ovaia, H., Pinto, V. N. (2012). Compreender a Terra 7 Ciências Naturais. 7º ano. Areal.
Neto, C. M., Nunes, S., Amaral, R. A., Guimarães, L., Brochado, O. (2020). Conto Contigo 7 – Português. 7º ano. Areal Editores.
Oliveira, O., Ribeiro, E., Silva, J. C. (2014). Ciência & Vida 8. Ciências Naturais. 8º ano. Leya Educação.
Oliveira, O., Ribeiro, E., Silva, J. C. (2017). Ciência & Vida 7. Ciências Naturais. 7º ano. Leya Educação.
Paiva, A. M., Almeida, G. B., Jorge, N., Junqueira, S. G. (2020). (Para)Textos – Português. 8º ano. Porto Editora.
Paiva, A. M., Jorge, N., Junqueira, S. G., Almeida, G. B. (2014). (Para)Textos – Português. 9º ano. Porto Editora.
Pinto, A.D., Nunes, P. (2017). Entre Nós e as Palavras - Português 12º ano. Santillana
Pinto, E. C. (2020). Novo Plural 8 – Português. 8º ano. Raiz Editora.
Pinto, E. C., Baptista, V. S. (2020a). Novo Plural 9 – Português. 9º ano. Raiz Editora.
Pinto, E. C., Fonseca, P., Baptista, V. S. (2020). Novo Plural 10 – Português. 10º ano. Raiz Editora.
Pinto, E. S., Baptista, V. S. (2020b). Plural 7 - Português. 7º ano. Raiz Editora.
Ribeiro, E., Silva, J. C., Oliveira, O (2020). Biodesafios – Biologia. 12º. Asa.
Santiago, A., Paixão, S. (2011). P7 – Português. 7º ano. Texto Editora.
Salda, J., Cunha, R. (2020). CienTic 9 – Ciências Naturais. 9º ano. Porto Editora.
Silva, A. D., Mesquita, A. F., Gramaxo, F., Santos, M. E., Baldaia, L., Félix, J. M. (2020a). Terra, Universo de Vida – Biologia e Geologia – 10º ano. Porto Editora.
Silva, A.D., Santos, M. E., Mesquita, A. F., Baldaia, L., Félix, J. M. (2020b). Terra, Universo de Vida – Biologia – 12º ano. Porto Editora
Silva, J. C., Ribeiro, E., Oliveira, O. (2017a). Desafios. Biologia e Geologia. 10º ano. Editora Asa.
Silva, J. C., Ribeiro, E., Oliveira, O. (2017b) Desafios. Biologia e Geologia. 11º ano. Editora Asa.
Silva, P., Cardoso, E., Rente, S. (2020c). Outras expressões – Português 10º ano. Porto Editora.
Silva, P., Cardoso, E., Rente, S. (2020d). Outras Expressões - Português - 12.º Ano. Porto Editora.
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I am thankful to the Editor Mariona Espinet and the reviewers who provided important feedback to improve this article. Thanks also to REUTILIZAR movement for providing the textbooks for this study. This study was supported by the Portuguese Foundation for Science and Technology (FCT), RD Unit UIDB/03126/2020.
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Fonseca, R.P. The impacts of animal farming: a critical review of secondary and high school textbooks. Cult Stud of Sci Educ 18, 829–852 (2023). https://doi.org/10.1007/s11422-022-10145-0
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DOI: https://doi.org/10.1007/s11422-022-10145-0