Potencialidades do Parque Estadual de Itaúnas no planejamento de sequências didáticas investigativas para o ensino de biologia
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Data
2020-12-14
Autores
Pereira, Joene Alves
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Universidade Federal do Espírito Santo
Resumo
Biology teaching is related to formal and non-formal education spaces, so it promotes the insertion of practices that use teaching by investigation, where the student has effective protagonism. These educative spaces are relevants in the learning of several thematics of Biology, such as Environmental Education, Ecology, Biochemistry, Genetics, Systematics and Phylogeny, Botanicals, Zoology; besides allowing the curriculum interdisciplinarity. Therefore, how can non-formal educative spaces contribute to study and learning of contents of Formal Education? How can Investigative Didactical Sequences (IDS) pre field, field and post field be planned, aiming the interaction of theses spaces? By this context, considering that one of the proposals of this paper is to show non-formal spaces as important elements in the process of investigative teaching, it was analyzed the potentialities of Itaunas State Park, Conceição da Barra – Espírito Santo (ES), to the planning of investigative didactical sequences, analyzing possible relations to the biological contents and concepts addressed by the environmental conductors of the Itaunas State Park (ISP) with the contents of Biology curriculum; develop IDS with the contents of Biology addressed in ISP; organize and validate a notebook of ISD. The theorical referential is fundamented in literatures that is related to formal, non-formal and informal education, in consonance with the spaces of formal and non-formal education, emphasizing Conservation Unities. Besides, in the theorical fundamentation of ideas turned to the teaching of Science by investigation, which proposes the practice of actions with approach that is originated from problems-solutions. To subsidize this research, the participants were students of 3rd grade of high school, in the year of 2019, afternoon shift of Escola Estadual de Ensino Fundamental e Médio (EEEFM) “Ceciliano Abel de Almeida” in São Mateus – ES; Biology teachers; and environmental conductors from Itaunas. Its development consisted in a qualitative research, of the research-action type and the procedures of data picking consisted n observation, noting and diary registers. They were organized, categorized and analized by discursive textual analyses, aiming to validate the notebook of didactical sequences, as auxiliary tool to the field clas didactical modality. The results reached the expectations and it could be verified that Biology teaching has conditions to integrate to spaces of formal and non formal education, with practices that preconize teaching by investigation; even facing aspects that was not completely reached, as difficulties found to developing actions of this type, due to time, that could be longer and exit of scholar space to field visit, that wastes financial resources and previous authorization of students responsible. It is likely that this research and the educational product can contribute to contextualized biology teaching, to the implementation of actions with investigative approaches and the curriculum regionalization.
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Ensino de biologia , Sequências didáticas , Ensino por investigação