A floresta invertida : metodologias investigativas na promoção da aprendizagem significativa sobre o Cerrado

Abstract

This dissertation addresses the importance of inquiry-based science teaching as a didactic approach that enhances students' cognitive development, highlighting the active and constructivist role of the learner, in line with David Ausubel's theory of Meaningful Learning. The research, of a qualitative and applied nature, investigates how investigative methodologies, associated with varied didactic resources, favor meaningful learning about the Cerrado. Organized into chapters, the first part reviews the literature on the contributions of inquiry-based science teaching to student protagonism in basic education, emphasizing the need for a new educational paradigm in which the student acts as the protagonist. The second chapter explores teaching resources from theses and dissertations linked to postgraduate programs in the Midwest region, which offer alternatives for integrating theory and practice in the classroom. Chapters three and four report on the field research experience, where an Investigative Teaching Sequence and textual material on the Cerrado were applied to 28 students from the 6th to 9th grades of elementary school in Anápolis, Goiás. The four-stage implementation (Problematization, Planning and carrying out investigative activities, Knowledge construction and Synthesis) showed the active participation of the students, who showed interest and curiosity. Through a Cultural Exhibition, they presented the knowledge they had acquired about the preservation and sustainable use of the Cerrado’s resources, demonstrating their leading role in educational actions.