Práticas integradoras de ecologia para o ensino fundamental: um estudo de caso sobre a febre amarela
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Tipo
TCC
Data de publicação
2019
Periódico
Citações (Scopus)
Autores
Barros, Ana Beatriz da Silva Cunha de
Orientador
Dall'Occo, Paola Lupianhes
Título da Revista
ISSN da Revista
Título de Volume
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Resumo
O presente estudo de caso baseia-se na análise de práticas elaboradas pela autora, a fim de identificar possibilidades para a formação integral do aluno considerando questões ambientais parte do ensino de ecologia, a partir de conceitos e procedimentos sobre a dinâmica dos organismos e da sociedade como um todo, sem que houvesse fragmentação levando o aluno somente a decorar termos sem contextualização. O método consistiu na aplicação da atividade sobre aspectos da febre amarela em duas turmas diferentes, uma do 7º e outra do 9º ano em uma escola municipal de ensino fundamental I e II, na zona norte de São Paulo, próxima a Serra da Cantareira. Os resultados mostraram que os alunos conseguem estabelecer relações entre as populações (seres humanos, primatas não-humanos, mosquito vetor da febre) e outros aspectos que influenciaram no surto de febre amarela, quando as comandas são claras. Além disso, a partir dos registros feitos percebeu-se que os alunos conseguiram desenvolver, parcialmente, habilidades características de um ensino integrado que permite exercitar capacidades interpretativas e a criação de hipóteses, no caso a partir da dinâmica da febre amarela, diante do surto que afetou principalmente a região norte do município, e sendo assim eles se colocam como pessoa ao argumentar em suas respostas. Desta forma viu-se que não só é possível fazer com que questões ambientais e sociais se aproximem auxiliando na formação integral do aluno, mas também como é necessário ver quais são os problemas e questões reais que os alunos consideram, pois a opinião deles é essencial para o desenvolvimento de uma prática integradora, no ensino de Ciências, trabalhando com relações ecológicas, ou em outras disciplinas, a fim de que os estudantes se tornem mais conscientes de sua realidade.
The present case study is based on the analysis of practices developed by the author in order to identify possibilities for the integral formation of the student considering environmental issues part of the teaching of ecology, from concepts and procedures on the dynamics of organisms and society as a whole, without fragmentation leading the student to only decorate terms without contextualization. The method consisted in the application of the activity on aspects of yellow fever in two different classes, one from the 7th and the other from the 9th grade in a municipal elementary school I and II, in the north of São Paulo, near Serra da Cantareira. The results showed that students were able to establish relationships among populations (human beings, nonhuman primates, mosquito vectors of fever) and other aspects that influenced the outbreak of yellow fever when the commands are clear. Moreover, from the records made it was realized that the students were able to develop, partially, skills characteristic of an integrated teaching that allows to exercise interpretive capacities and the creation of hypotheses, in the case from the dynamics of the yellow fever, before the outbreak that affected mainly the northern region of the municipality, and so they put themselves as a person when arguing in their responses. In this way, it was seen that it is not only possible to make environmental and social issues come together by assisting in the integral formation of the student, but also how it is necessary to see what are the real problems and issues that the students consider, since their opinion is essential for the development of an integrative practice, in teaching science, working in ecological relations, or in other disciplines, so that students become more aware of their reality.
The present case study is based on the analysis of practices developed by the author in order to identify possibilities for the integral formation of the student considering environmental issues part of the teaching of ecology, from concepts and procedures on the dynamics of organisms and society as a whole, without fragmentation leading the student to only decorate terms without contextualization. The method consisted in the application of the activity on aspects of yellow fever in two different classes, one from the 7th and the other from the 9th grade in a municipal elementary school I and II, in the north of São Paulo, near Serra da Cantareira. The results showed that students were able to establish relationships among populations (human beings, nonhuman primates, mosquito vectors of fever) and other aspects that influenced the outbreak of yellow fever when the commands are clear. Moreover, from the records made it was realized that the students were able to develop, partially, skills characteristic of an integrated teaching that allows to exercise interpretive capacities and the creation of hypotheses, in the case from the dynamics of the yellow fever, before the outbreak that affected mainly the northern region of the municipality, and so they put themselves as a person when arguing in their responses. In this way, it was seen that it is not only possible to make environmental and social issues come together by assisting in the integral formation of the student, but also how it is necessary to see what are the real problems and issues that the students consider, since their opinion is essential for the development of an integrative practice, in teaching science, working in ecological relations, or in other disciplines, so that students become more aware of their reality.
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Palavras-chave
febre amarela , ensino de ecologia , práticas integradoras , ensino fundamental , yellow fever , ecology teaching , integrative practices , elementary school