As restingas como elemento de transversalização da educação ambiental no ensino médio: uma análise a partir da percepção de estudantes e professores de biologia

• Ano de defesa: 2021
• Autor(a) principal: Oliveira, Welds Duarte
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado Profissional em Ensino de Biologia em Rede Nacional; Centro Universitário Norte do Espírito Santo; UFES; Programa de Pós-Graduação em Ensino de Biologia em Rede Nacional
• Palavras-chave em Português: Educação ambiental crítica; restingas; regionalização do currículo; ensino de biologia; transversalização; subject.br-rjbn; Biologia Geral
• Link de acesso: http://repositorio.ufes.br/handle/10/14326

Several legal documents and experts advise that the themes related to the environment should be worked in a transversal and interdisciplinary way in the school curriculum. In addition, they defend the regionalization of the curriculum as a strategy to bring individuals closer to their socio-environmental reality. Restingas are one of the main ecosystems of coastal areas, being the historical and cultural stage of the relationship between man and nature in the state of Espírito Santo. Therefore, the inclusion of Restingas theme in the school curriculum is extremely relevant. Therefore, this study aimed to investigate the perceptions of 44 high school students and 30 Biology teachers about Restingas. In this point, it was evaluated the conceptions of Restinga given by students, and the difficulties of isertion into teacher’s practice, as well as the problems encountered by teachers for conducting field classes in these environments. The qualitative research approach was used through the exploratory type and the data were produced through the application of semi-structured questionnaires, adapted and applied remotely by “google forms” platform. The responses obtained were submitted to content analysis. It was found that 70% of the evoked terms were concentrated in 3 of the 12 categories observed (“vegetation”, “sea / beach” and “sand / soil”) and, therefore, show Restinga's perception as undergrowth that occurs next to the beach, on sandy soil. It was realized an absence of socio-cultural elements related to local identity. In relation to the ecosystems that form Guriri Island, 66.03% of the terms refer to Restinga, however, when asked in which biome Guriri Island is located, 13 students (29.54%) stated that it was Restinga; demonstrating that there is still some misunderstanding between these two concepts, even mentioning biomes that are not represented in the region, such as Caatinga, Cerrado, Pampas and the Amazon Forest. Regarding the free association of teachers, nine categories of which the most representative were "environment" with 42 terms (27.21) were obtained. However, the relative representativeness of the categories "vegetation" (with 28 terms/19.04%) and "abiotic factors" (with 23 terms/15.64%), reveals that, even among teachers, a fragmented and limited perception of Restinga predominates, with few references to anthropic elements. As the insertion of Restingas in classes, 13 teachers responded that they address various contents such as Ecology, Botany, Zoology and Genetics. 17 of the teachers who answered said they never used restinga to conduct field classes, 12 elected access difficulty and transportation cost as the main problems. Other difficulties mentioned by teachers were school bureaucracy, lack of pedagogical support, lack of interest and other personal reasons. However, the teachers pointed out a diversity of characteristics that make Restingas a potential pedagogical space for the transversalization of environmental education in the school curriculum. These results indicate a fragmented and decontextualized teaching of regional environmental themes. Based on these results, a didactic sequence was elaborated to contribute to the transversalization of the theme environment from an approach of restingas that recognizes it in its physical, biological and sociocultural aspects.