A lagoa do Dinah Borges, Eunápolis, Bahia, como espaço não formal para o ensino de Biologia
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Data
2019-07-19
Autores
Silva, Anerleia Barbosa da
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Universidade Federal do Espírito Santo
Resumo
The current teacher's challenge to presenting students with science through situations that make sense to them may involves actions that depend on the reality of the school and its sensitivity to the needs of students, to take advantage of their previous concepts and adding them to the experience and the experience inside and outside the classroom. The use of non-formal educational spaces is an alternative to instigate the interest of students and to activate sensitivity for Science. In this perspective, this work explored the pedagogical potential of a pond and its surroundings, located in front of a state public school in the city of Eunápolis, Bahia, for the teaching of biology. The activities were carried out from the stimulus to observation, from the verification of which contents of biology can be worked in the environment in question and from the accomplishment of didactic activities, planned together with the students, thus making them protagonists in the construction of their knowledge. The research in question, which had a qualitative approach with characterization of a case study, was carried out taking advantage of the time and contents that are part of the annual planning of the biology discipline, during which students had an expository class in the classroom, followed by field lecture, research, photographic record and collection of samples around the pond for later exposure. From questionnaires, the students were able to participate in the construction of the study and point out their vision regarding the use of space as an extension of the classroom for teaching biology. Based on the results of the questionnaires, it was possible to notice the participants' change of gaze in relation to the pond in front of the school and how the use of space outside the classroom is efficient in facilitating teaching-learning. This work allowed the elaboration of six products: wildlife album and lagoon’s flora showcase and four didactic sequences, which, in addition to highlighting the meaning of the students' active participation, allow the dissemination of the practice, corroborating the relevance of the use of non-existent spaces, such as the Dinah Borges lagoon for teaching.
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Espaços não formais , Ensino-aprendizagem , Potencial pedagógico , Non-formal spaces , Teaching-learning , Pedagogical potential