O ensino de ecologia e a convivência com o semiárido: metodologia ativa na forma de sequência didática

Abstract

Ecology is conceptualized as a scientific study of the distribution and abundance of organisms and the interactions that determine it, and like other areas of knowledge, it is under the subtle influence of the needs of different groups and at different times. This study aimed to understand the importance and coexistence with the semi-arid region with regard to the active methodology as a mediator of Ecology teaching in the form of didactic sequence. Considering the relevance of the Biology professor's role in teaching Ecology, through innovative practice, we start from the following guiding question: how to develop the teaching of Ecology from an active methodology for the sustainable use of the semiarid in the form of didactic sequence in High School? It is pertinent to emphasize that the way of access to the students' school is by school buses and the scenic scenery traveled to the destination, was a natural panorama used as an alternative for the approach and contextualization of the theme by the teacher. The approach is qualitative with an experimental nature. In order to understand the impacts of the Directed Research methodology, as a mediator of the teaching / learning process, we chose the Mixed Questionnaire and qualitative observation as the data collection technique and used the script and the field diary as instruments. The analyzes reveal that the adoption of this research in the teaching of Ecology constitutes strategies that facilitate learning, associated with techniques and with scientific foundations. In addition, they enhanced the knowledge necessary for the construction of ecological knowledge based on this methodology. However, it is necessary to break with the traditional model, focused only on expository classes. Although it is still a reason for discomfort on the part of teachers, which limits the investigative process from problem situations, it is necessary to rethink the pedagogical practice, including alternatives that have already been validated, such as the didactic sequence. The intention is that this possibility supports the reflections of Biology teachers when teaching Ecology in public high schools in the city of Picos (PI).