Uma proposta de intervenção didático-pedagógico sobre o grupo dos anfíbios: Uma abordagem etnozoológica

Abstract

This work was based on the educational premises about the conservation of species, focusing on ethnozoological perspectives related to the group of Amphibians. Thus, it aimed to analyze the knowledge of students in Basic Education about this animal group. It was developed in partnership with a stadual public school situaded in the urban area of the municipality of Areia, located in Brejo in the state of Paraíba. A field survey was carried out with the participation of 38 students from two classes (“A” and “B”) of the 7th year of Elementary School. The research presented a qualitative and quantitative approach, in an attempt to explore widely the subjectivity of the participants, with the questionnaire as the main resource for data collection. In order to systematize it, we chose to divide it into four stages: First: observation/environment in field, with the aim of following the classes of a colaborating teacher and becoming familiar with the reality of classroooms; Second: application of a pre-intervention questionnaire, which made it possible to investigate the students' previous knowledge about the Amphibian group; Third: classroom intervention, with the use of a theoretical and a practical class, aiming at favoring the participants' learning; Fourth: application of a post-intervention questionnaire, which contributed to the analysis of the possible knowledge acquired. The questionnaires approached specific topics of Amphibian biology and ecology, besides exploring the personal and playfulness of the students through questions about daily life aspects and the construction of drawings. It was observed that the participants, in the first questionnaire, presented a wide knowledge about these animals, especially about the conceptualization of the group, its representatives and environments where they live, although it was also possible to observe some misconceptions and prejudices related to amphibians. Many of the points of view outlined after the classroom intervention were more precise, with a better directionamenting and coherence about the answers. Therefore, the didactic intervention, especially in the school environment, is a very efficient tool to improve the knowledge related to the Amphibia Class, since it can not only raise awareness, but also deconstruct many mistaken views about its members. Moreover, the use of approaches that encourage physical and visual contact with animal groups needs to be encouraged in Basic Education, because it can soften the abstractions present in the teaching of zoology, and thus promote ecologically correct practices.