Environmental Education has promoted to reflexive and intervening actions about productive processes in society. This term is quite comprehensive and its epistemological basis involves sustainability ideal achieving. So, in the search for new values about respect for life as a whole, formal education has offered great contributions. In this sense, the school is one of its biggest supporters. Forming citizens requires postures that stimulate thought and not a mere reproduction of content. The Brazilian policies foment and treat with compulsory the practice of environmental education in all its ambits. In this way, the objective of this work was to discuss such problems through a qualitative approach with an emphasis on content analysis and documentary research. As the main results, we believe that large international corporations, governments, and other entities must be more active and to suppress the practice of environmental education is to accelerate the scarcity of natural resources.

The present work is part of a larger research that is being developed and that aims to develop a strategy for using the Instagram social network as a pedagogical tool that enables active and contextualized learning. The origin of this research is based on the researcher's empirical experiences, in which some difficulties that exist for the insertion of technologies in teaching practices were perceived. However, this research aims to go beyond the relationship between technologies and educational practices, as the work is based more specifically on the fundamentals of the Contextualized Education perspective. In this way, this article aims to reflect on the possibilities of articulation between the social network Instagram with the proposal of Contextualized Education. For this, a literature review was carried out and it was possible to consider that the potential of the use of technologies in education converges with what the contextualized education proposal aims at and that Instagram resources have the potential to enhance the contextualization proposal provided that they are used as instruments for critical and reflective learning. However, there are still obstacles to achieving this articulation in teaching.

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This paper initially seeks to systematize the foremost arguments presented by different authors to justify the importance of considering aspects of the Natural Sciences in teaching activities. From this opening framework and based on responses obtained in the application of the VNOS-C questionnaire (Views of Nature of Science, Form C), as well as the use of semistructured interviews, reports have been acquired explaining teaching aspects about the nature of sciences in the context of Secondary School. More specifically, under the eyes of teachers in the field of Biology, Physics and Chemistry, outlining some trends and perspectives in the schooling practice of teachers of Natural Sciences, concerning the possibility that they consider in their teaching activities some of the aspects of the nature of sciences and Human Ecology. As main results of this study, we found that the concerns of teachers go beyond the perspective of teaching Science, Technology and Society, as their concerns extend to broader educational issues, such as continued progression, the decrease in the number of classes in Natural Sciences and the role of the school in society.

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