Método científico utilizando a etnozoologia como estratégia para o ensino de zoologia dos vertebrados

Abstract

The scientific method is understood as a set of processes adopted to carry out research activities. During the execution of investigative activities, students are enabled to broaden their knowledge about science and use it in their daily lives. From this perspective, ethnozoological knowledge together with investigative practices can greatly favour the teaching and learning process due to the student's involvement with cultural diversity. The aim was, therefore, to develop an Investigative Teaching Sequence (ITS) on vertebrate zoology, using ethnozoological knowledge and the scientific method as the basis of the process. The work has been developed in a class of 2nd grade of High School located in the rural area of São Miguel do Tapuio - Piauí, where it occurred from the implementation of a ITS that took into account the contents of zoology worked in biology and knowledge of the population about the animals (vertebrates) of the region. There were investigative activities using ethnozoology as a tool where students, through interviews in the community, could link the different types of knowledge and disseminate the results obtained in a guide of the animals mentioned in order to complete the methodological process. There were investigative activities using ethnozoology as a tool where students, through interviews in the community, could link the different types of knowledge and disseminate the results obtained in a guide of the animals mentioned in order to complete the methodological process. After the introductory moments of this research in the class, only 11 students wanted to participate, these were divided into four groups and decided to perform their scientific work with Amphibians, Reptiles, Birds and Mammals. During the ITS development process, the groups were active and committed to creating and developing their research project with the community. It was possible to perceive the protagonism in several moments, because, even at a distance and with difficulties in accessing the internet and a computer to better organise the work, each stage could be carried out by all the groups using their creativity and the help of the teacher/supervisor. The mediation of the teacher/supervisor in moments of difficulty was essential for the understanding by the students of each of the steps of the scientific method. The groups of birds and mammals managed to excel in relation to organization, scientificity and commitment. Amphibians and reptiles, on the other hand, presented some difficulties in relation to the research in scientific sources and discussion of their results. Through the results obtained by the students, it was possible to create the animal guide, as well as a scientific dissemination blog in order to complete the methodological process carried out in this research. Finally, it was possible to conclude that the objectives set for this work were successfully achieved, however, the results in relation to guidance, production of authorial materials, such as drawings and images to illustrate the students' work, could have been better if the methodology had occurred in a face-to-face way. But, in general, the methodology proved to be effective and efficient in the teaching and learning process of vertebrate zoology, as well as for the scientific literacy of the students involved in it.