Sequência de ensino investigativo sobre serpentes para o 9º ano do ensino fundamental

Abstract

This paper presents the development and implementation of an Investigative Teaching Sequence (SEI) focused on the theme of snakes, with the objective of promoting Scientific Literacy among 9th grade elementary school students in Paripueira, Alagoas. The research aims not only to correct prejudices, but also to critically evaluate cultural myths related to these animals, highlighting the importance of a contextualized scientific education that favors the development of critical thinking and ethical reflection. The methodology adopted included investigative and practical approaches, focusing on the biological and ecological characteristics of snakes, organized in collaborative activities of discussion, observation of didactic models and textual and iconographic production. Data were collected through observations of participation in the activities, student productions, focus groups and individual feedback from students, allowing a qualitative analysis of the results. The findings indicated that the SEI stimulated students' interest and engagement and resulted in significant changes in their perceptions about snakes, contributing to the demystification of unfounded fears. The students demonstrated a greater ability to integrate scientific knowledge into their daily realities, recognizing the relevance of snakes in the ecosystem and for human beings. The final considerations highlight the potential of investigative methodologies in science education, emphasizing the need for their incorporation into school curricula and ongoing teacher training for their effective application. This work represents a valuable contribution to educational practices that meet the contemporary demand for an education that forms critical citizens who are aware of the complex interactions in the environment.