Trilha interpretativa nos biomas de mata atlântica e caatinga a partir da percepção ambiental dos estudantes do ensino médio

• Ano de defesa: 2016
• Autor(a) principal: Araújo, Bernadete Fernandes de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Ensino de Ciências e Matemática; UFAL
• Palavras-chave em Português: Biologia - Estudo e ensino; Ensino médio - Alagoas; Mata Atlântica - Alagoas; Caatinga - Alagoas; Ecologia vetegal; Perception; Atlantic Forest; Biology education; Interpretative trail; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/1621

This study weaves reflections on the Biology teaching on the Atlantic Forest biome and Caatinga through the problem and interpretive trail situations, such as teaching strategies that seek in everyday life situations that facilitate the interpretation of the natural elements, for students realize the potential of plants typical of these biomes. We seek to answer the following question: As students of the 3rd year of high school recognize the characteristics of typical plants of the Indians Palm biomes - AL, from problem situations and interpretive trail? In line with guidelines of Reigota (1995) on environmental issues, the perception is precípua, it helps to understand and interpret what the participants built on the cultural environment in the womb. The objective was to analyze the environmental awareness of students about these biomes and the problem situations and the interpretive trail as teaching strategies to expand perception. Therefore, research on environmental perception of students employed the qualitative approach of a case study, developed in July 2014, with the subject 50 students in two classes of the 3rd year of high school, a public school state of the city of Palmeira dos Indios, the morning and afternoon shifts. Of these, 26 students, the afternoon shift participated in the pedagogical moments with a qualitative approach, as action research, in November and December 2014. The data collection instruments were semi-structured questionnaire, recording video and observation. Responses were grouped into categories based on the content analysis method. The results signaled that these students were unaware of the biomes prevailing in the city, they realized the plants according to the socio-economic utility. In teaching moments didactic strategies with problem situations and interpretive trail, demonstrated significantly contribute to the expansion of environmental awareness. Both strategies were presented fruitful in meeting the objectives of this study, therefore, allowed the interaction among participants, enabling the argument as an organization of thought and opportunity to develop participatory critical skill, on everyday questions giving new meaning to teaching and learning.