O ensino de ecologia pela abordagem ciência, tecnologia, sociedade e ambiente (CTSA): uso da metodologia da problematização na aprendizagem

Abstract

One of the challenges of teaching action is to overcome traditional teaching approaches, through the adoption of methodologies that promote active learning, in which the student leads by expressing his perceptions and arguments with effective attitudes, during the process of producing his knowledge. The study aimed to develop ecological knowledge focused on environmental impacts in a Science, Technology, Society and Environment (STSE) approach. This research had a qualitative feature and was carried out in a state high school, in the city of João Pessoa-PB, specifically in a class of the 3rd grade of High School. As an investigation strategy, participatory and exploratory research was adopted, mediated by the problematizing methodology of the Arco de Maguerez. Data were obtained through participant observation, interviews, questionnaires and a focus group. Teaching activities were carried out from a didactic sequence with different pedagogical strategies, in order to lead students to active behaviors when contemplating the different learning styles. Ecological topics Hydrological cycle; Aquatic communities in freshwater ecosystems; Pollution by deposition of organic matter, were investigatively treated under the STSE approach in which students were protagonists in the process as they got involved, developed observations, reflected, expressed their arguments and promoted studies and actions in line with the steps of the scientific method. It was evidenced that contextualized studies, mediated by active methodologies, generate motivation in the student and build competences and skills in his formative processes. The activities carried out and systematized were consolidated into an educational product in the form of an Investigative Teaching Sequence (ITS) with a STSE focus for teaching Ecology.