Ensino de ecologia por meio da educação ambiental crítica na escola

Abstract

Ecology, an area of Biology teaching where Environmental Education is usually worked, is presented in basic education still tied to the salient features of traditional teaching. The present work aims to provide theoretical and methodological support for the teaching of Ecology based on the critical aspect of Environmental Education and, has the purpose of verifying whether the teaching of Ecology through the methodological paths of Environmental Education contributes to the promotion of critical and investigative sense of students. This study was developed in a school of the state education system in the city of Campo Maior (PI) and addressed the content of Ecology in four classes of 3rd grade of the school. The theme relationships among living beings served as a basis for the research and was worked with an investigative approach (1st phase) and with the critical methodology of Environmental Education (2nd phase) in an investigative teaching sequence divided into four parts: a) problematizing knowledge - with the use of guiding questions, films, mind maps, debates; b) practicing what was learned - with the observation of the living environment of each student; c) organizing knowledge - with the dialogic exposition of content and socialization of the observations of the environments; d) evaluating knowledge - with the use of charts inspired by Paulo Freire's pedagogy. The research was carried out with 30 participants in the first phase and 20 in the second. At the end of the research development, the data was tabulated and organized into categories that served as a basis for the conclusion of this research. This research provides support for the pedagogical work of Biology teachers in basic education anchored in methodologies that encourage the protagonism of students for socio-environmental issues, and culminates with a Teaching Sequence entitled 'Perceiving the world around you: the man-nature relationship inserted in the educational context of ecological interactions', which can be developed and adapted for different levels of education.