Brincando e aprendendo com o manguezal: uma estratégia do ensino por investigação para práticas de educação ambiental, município de Barra de Santo Antônio, estado de Alagoas

Abstract

The Brazilian territory has several natural environments that make it possible to teach biology in non-formal teaching spaces, where teachers can work on various curricular contents allied to environmental education. In this research, the mangrove ecosystem was used, combining teaching through investigation and the use of technology. The objectives of this work were to verify if the production of an audiovisual and an interpretive trail guide for the Mangrove area can be used as a teaching strategy in an investigative approach, as well as to work on the principles of environmental education using the mangrove as a model. This research was carried out with 27 public high school students. Initially, activities were carried out before the visit to the field, such as the Inverted Classroom and Expository Class, which served as an anchor for significant learning through teaching by investigation. Subsequently, the students visited the trail to be formatted, where they met some elements of the mangrove, filmed, and photographed the elements that they considered important at the end of the visit to the trail, the students were divided into groups to build a conceptual map, having as broader theme the Ecosystem. In the third moment, the groups carried out research on the fauna, flora, and abiotic factors of the Mangrove, these researches were the basis for the construction of the audiovisual and the trail guide. In the fourth moment, another trip to the field was carried out to capture some more videos and photos to be inserted in the audiovisual and in the guide. A few days later, the visual audio's structuring, assembly, and treatment began. The last steps were the choice of recreational activities to be included in the guide and the assembly of the guide itself. This was structured in a script, derived from the research of the groups, divided into five points of interpretation and 3 recreational activities along a circular path area of 175 meters in the mangrove. The lack of contact with teaching by investigation, at first brought shallow research with dubious sources in all groups, after some interventions by the author, there was a significant improvement in the quality of research in the groups, resulting in fewer copies and more textual constructions. The idea of carrying out an activity outside the formal teaching environment and the c constructing materials using technology (virtual trail guide and visual audio) helped students ed in inquiry teaching. It is concluded that classes in nonformal spaces using an investigative approach, when planned and executed with creativity, successfully meet the expectations of teaching and learning