Elaboração de Sequências Didáticas como ferramenta pedagógica na formação de professores tendo como eixos a Educação Ambiental e o Bioparque Pantanal

• Ano de defesa: 2024
• Autor(a) principal: Alencar, Douglas Henrique Melo
• Orientador(a): Machado, Vera de Mattos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Formação Continuada de Professores; Educação Ambiental; Espaço Não-Formal; Aquários; Centros de Ciência
• Área do conhecimento CNPq: Ensino-Aprendizagem
• Link de acesso: https://repositorio.ufms.br/handle/123456789/9588

This research aimed to provide continuing education in Environmental Education and Non-Formal Learning Spaces, focusing on the development of teaching sequences for 22 middle school teachers from the State Education Network of Mato Grosso do Sul (REE/MS), representing various areas of knowledge. The proposal arose from the researcher’s concern, as an educator at the Bioparque Pantanal, about how visitors, teachers, and students engage in knowledge construction during pedagogical visits. The Bioparque Pantanal, located in Campo Grande, MS, is a tourist complex featuring 33 aquariums showcasing regional and global ichthyofauna and biomes, innovation laboratories, an interactive museum, and birdwatching areas. Currently, schools receive special attention during the week. The continuing education program covered topics such as Environmental Education, interdisciplinarity, the Bioparque Pantanal, Teaching Sequences, and non-formal learning spaces. The teaching sequences developed at the end of the program aim to organize and systematize the actions proposed by the teachers in an interdisciplinary manner. These sequences were suggested to schools visiting the Bioparque, seeking to enhance the visits by linking them to classroom curricula and the daily lives of the visitors. This research is qualitative in nature, with content analysis based on the political-pedagogical macro-trends of Philippe Layrargues.