Biodiversidade do cerrado no ensino de ciências: uma sequência didática com abordagem sobre insetos

Abstract

The choice of theme is due to the need for the child to perceive himself as an integral part of the Cerrado, being affectively linked to it, which will result in appreciation and respect for one of the most endangered biodiversity areas on the planet. In the midst of so many technological innovations, it is undeniable that contemporary educational requirements, especially for the teaching of sciences, are no longer fulfilled based on purely descriptive didactic and rote learning. Faced with the impossibility of the teacher being oblivious to the new technologies, the present work aims to contribute to the inclusion of these resources in the daily pedagogy, producing and sharing a didactic sequence that makes use of different tools (like slides, videos, sites). The didactic sequence was structured in three Pedagogical Moments (each Pedagogical Moment expected to occur in one hour / class) and is based on Vygotsky's conception of teaching and learning. Therefore, it values what the subject already knows, provoking situations of collaboration and challenges. Thus, mediated by the teacher in his relationship with the other and with the content itself, we sought to lead the student to a potential autonomous knowledge. This didactic sequence was applied to two classes of the 6th grade (Elementary School) in a municipal school in the city of Anápolis, Goiás, with the biodiversity theme of the Cerrado, with emphasis on insects and their ecosystemic roles. Still other aspects related to science teaching were addressed in the research, such as difficulties faced by the science teacher and the role of the game in education. The case study reported here, in the form of a scientific article, presented in its results, students' satisfactory participation and interest throughout the three moments. In addition, the use of a game for identification of insects revealed signs of a cultural and behavioral perception about what is an insect (ethnoentomology), confirming ignorance of taxonomic classification patterns. In the end, a digital quiz, available on the Portal do Cerrado website, was used to measure students' cognitive development specifically on the subject of insects and ecosystem interactions. The results, not only of the Quiz, but of the whole didactic sequence, pointed positively to its application. We conclude that the didactic sequence was successful for the students to internalize and increase the understanding about the knowledge addressed. However, even though resources are available to the teacher, it is necessary that the teacher knows how to articulate scientific knowledge to the spontaneous concepts of the students and that he has a posture of reflective mediator. In this way, we believe that the educator can replicate the educational product offered here, as well as re-signify and recontextualize it, when necessary, to other realities.