Ecossistemas urbanos no ensino de ecologia: uma experiência em escola do entorno da APA Morro do Urubu, Aracaju, SE

• Ano de defesa: 2017
• Autor(a) principal: Santos, Thisciane Ismerim Silva
• Orientador(a): Landim, Myrna Friedrichs
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Ensino de Ciências e Matemática
• Palavras-chave em Português: Ecossistemas urbanos; Ecologia; Ensino de ecologia; Sequência didática; Educação
• Palavras-chave em Inglês: Teaching ecology; Urban ecosystem; Didactic sequence
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/7126

The disorderly growth of urban areas, stimulated by the industrialization process, has generated social, economic, cultural and environmental problems. It is necessary to analyze cities as urban ecosystems highly dependent on natural ecosystems. Therefore, it can be said that this relationship is harmful, since the resources extracted from the natural to the urban environment are not always replaced and the waste produced in the cities is not recycled for the most part. This fact results in the degradation of the environment, which harms not only the remnants of natural ecosystems in them still inserted, but also the quality of life of their populations. In this context, the school can contribute to the formation of critical citizens and committed to maintaining the quality of the environment in which they live. For this reason, the main objective of this research was to evaluate the contribution of the approach of urban ecosystems in the school Ecology education of the state education network, located in the vicinity of the Environmental Protection Area Morro do Urubu, in the city of Aracaju, SE. In order to do so, a didactic sequence was constructed and evaluated, which included three stages: 1) Pre-construction, in which Biology teachers and high school students in the school (s) in question were consulted in order to necessary information for the preparation of the material; 2) Construction proper of the prototype of the didactic sequence; and 3) Postconstruction which, in turn, was divided into three moments: pre-evaluation of the prototype by teachers of Biology of Basic Education and Higher Education for its improvement and adequacy; application of this didactic material in the 3rd year of high school in one of the participating schools; and final evaluation by students and teacher of Biology responsible for the class. The inclusion of urban environments in the teaching of Ecology seemed to be well received by teachers of Biology, since they consider most of the contents of this science susceptible to this approach. The students showed a greater interest in areas that involve human biology, an optimistic data for the proposal of inserting the human species in the subjects of Ecology as one of the elements belonging to ecological relations. In addition, these students showed little knowledge about the APA in question. From these and other information obtained by these subjects, the teaching sequence proposal consisted of five classes that deal with the following topics: Ecological concepts; Biogeochemical cycles; Chain and Food Web; Ecological Relations; and Ecology of Populations and Communities. In all these classes, urban and local ecosystems are presented as part of the reality of the students involved, in order to contextualize the content of Ecology and sensitize them about the environmental problems that occur in this region. After the improvement made in the didactic sequence based on the criticisms and suggestions of the two groups of teachers participating in the research, this material was applied and evaluated by the students and the teacher in charge of the class. The classes were applied in eight meetings. Despite some setbacks to the development of the proposed activities, such as the time available, the structure of the school and the lack of interest of some students in the class to participate in the discussions, it can be said that this didactic sequence has a certain potential for the learning of ecological content to make sense to students. This is because the vast majority of these have evaluated activities satisfactorily, taking into account the interaction, dynamics and learning of new knowledge. In addition, it can be seen that, at the end of the interventions, some of them managed to perceive themselves as integrators and transformers of ecosystems, insofar as, both in the assessments of activities and in their considerations about what they called them the most attention in the subjects of Ecology and in the application of this science in everyday life, have made relations between human beings and the environments in which they live, especially the urban.