Jogo educativo sobre espécies invasoras e biodiversidade em unidades de conservação de São Paulo
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Tipo
TCC
Data de publicação
2022-06
Periódico
Citações (Scopus)
Autores
Meniz, Isabela Lombardo
Orientador
Pechliye, Magda Medhat
Pivello, Vânia R.
Pivello, Vânia R.
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Resumo
A invasão biológica é uma das mais graves ameaças aos ecossistemas, afetando a biodiversidade, os serviços ecossistêmicos e os processos ecológicos (teias alimentares, ciclos biogeoquímicos). O Parque Estadual do Vassununga e a Estação Ecológica de Santa Maria, em São Paulo, estão sofrendo graves impactos pela presença massiva de espécies exóticas invasoras (EEI), que ameaçam a fauna e flora nativas e degradam o ambiente. A educação ambiental encaixa-se como uma ferramenta preventiva e complementar as técnicas de manejo das EEI, quando já estão instaladas. Tem um importante papel em desenvolver os saberes científicos com a população sobre os danos que as EEI podem causar, para informar e difundir os processos de mitigação e reduzir seus impactos. Ainda, fomenta reflexões acerca do contexto ambiental em que as EEI estão inseridas, as causas e questões da crise ambiental vigente, assim como as responsabilidades dos diversos atores da sociedade. Desse modo, entende-se o jogo como uma atividade lúdicas e como uma maneira de aplicação desses conhecimentos, pois fornecem um ambiente propicio para o aprendizado de várias habilidades, através de momentos prazerosos e enriquecedores. Podem ser considerados como uma estratégia para o ensino e aprendizado de conceitos abstratos e complexos. Nesse contexto, o objetivo deste trabalho foi o desenvolvimento de um jogo educativo que proporcione uma forma simples e didática de construir com a população que vive no entorno dos parques o conhecimento sobre os impactos da invasão biológica e como colaborar para essa problemática. Para que houvesse um alinhamento do conteúdo e da dinâmica do jogo com o contexto em que o material seria aplicado, foram realizadas entrevistas com professores das escolas participantes, gestores e agricultores do entorno das unidades de conservação (UCs). Com isso, aprimoramos o material educativo, sendo composto por um jogo de fichas de algumas categorias, entre elas espécies invasoras e nativas, carta desafio com os atores sociais, dentre outros materiais, com três formas básicas de jogar e o manual do jogo, material do mediador/professor e um vídeo explicativo. Mais tarde, realizamos um piloto do jogo com os professores das escolas em que pudemos observar um maior interesse e preocupação dos participantes acerca da temática da invasão biológica. Ademais, o aprendizado ocorreu de forma fluida e conectada, partindo de uma abertura e interesse prévio do participante, gerando curiosidade e assim permitindo que as informações e conhecimentos que estavam sendo discutidos fossem absorvidos por uma compreensão ativa e autônoma do jogador. Os resultados nos mostraram que o jogo pode ser uma ferramenta construtiva e positiva para o processo de aprendizagem sobre a invasão biológica e os conceitos envoltos por essa temática, fazendo com que o participante reflita e se perceba na realidade a qual está inserido, assim como seu papel no contexto das questões socioambientais.
Biological invasion is one of the most serious threats to ecosystems, affecting biodiversity, ecosystem services and ecological processes (food webs, biogeochemical cycles). The Vassununga State Park and the Santa Maria Ecological Station, in São Paulo, are being severely impacted by the massive presence of alien species, which threaten native fauna and flora and degrade the environment. Environmental education fits as a preventive tool and complements the invasive species management techniques when they are already installed. It has an important role in developing scientific knowledge with the population about the damage that alien species can cause, to inform and disseminate mitigation processes and reduce their impacts. It also encourages reflections on the environmental context in which the alien species are inserted, the causes and issues of the current environmental crisis, as well as the responsibilities of the various actors in society. In this way, the game is understood as a playful activity and as a way of applying this knowledge, as they provide an environment conducive to the learning of various skills, through pleasant and enriching moments. They can be considered as a strategy for teaching and learning abstract and complex concepts. In this context, the objective of this work was to develop an educational game that provides a simple and didactic way to build knowledge about the impacts of biological invasion with the population living in the surroundings of the parks and how to collaborate in this problem. In order to align the content and dynamics of the game with the context in which the material would be applied, interviews were carried out with teachers from participating schools, managers and farmers in the vicinity of protected areas. With this, we improved the educational material, consisting of a game of cards of some categories, including invasive and native species, a challenge letter with social actors, among other materials, with three basic ways to play, the game manual, material of the mediator/teacher and an explanatory video. Later, we carried out a pilot of the game with the teachers in which we could observe a greater interest and concern of the participants about the theme of biological invasion. In addition, learning took place in a fluid and connected way, starting from an openness and previous interest of the participant, generating curiosity and thus allowing the information and knowledge that was being discussed to be absorbed by an active and autonomous understanding of the player. The results showed us that the game can be a constructive and positive tool for the learning process about biological invasion and the concepts involved in this theme, making the participant reflect and perceive himself in the reality in which he is inserted, as well as his role in the context of socio-environmental issues.
Biological invasion is one of the most serious threats to ecosystems, affecting biodiversity, ecosystem services and ecological processes (food webs, biogeochemical cycles). The Vassununga State Park and the Santa Maria Ecological Station, in São Paulo, are being severely impacted by the massive presence of alien species, which threaten native fauna and flora and degrade the environment. Environmental education fits as a preventive tool and complements the invasive species management techniques when they are already installed. It has an important role in developing scientific knowledge with the population about the damage that alien species can cause, to inform and disseminate mitigation processes and reduce their impacts. It also encourages reflections on the environmental context in which the alien species are inserted, the causes and issues of the current environmental crisis, as well as the responsibilities of the various actors in society. In this way, the game is understood as a playful activity and as a way of applying this knowledge, as they provide an environment conducive to the learning of various skills, through pleasant and enriching moments. They can be considered as a strategy for teaching and learning abstract and complex concepts. In this context, the objective of this work was to develop an educational game that provides a simple and didactic way to build knowledge about the impacts of biological invasion with the population living in the surroundings of the parks and how to collaborate in this problem. In order to align the content and dynamics of the game with the context in which the material would be applied, interviews were carried out with teachers from participating schools, managers and farmers in the vicinity of protected areas. With this, we improved the educational material, consisting of a game of cards of some categories, including invasive and native species, a challenge letter with social actors, among other materials, with three basic ways to play, the game manual, material of the mediator/teacher and an explanatory video. Later, we carried out a pilot of the game with the teachers in which we could observe a greater interest and concern of the participants about the theme of biological invasion. In addition, learning took place in a fluid and connected way, starting from an openness and previous interest of the participant, generating curiosity and thus allowing the information and knowledge that was being discussed to be absorbed by an active and autonomous understanding of the player. The results showed us that the game can be a constructive and positive tool for the learning process about biological invasion and the concepts involved in this theme, making the participant reflect and perceive himself in the reality in which he is inserted, as well as his role in the context of socio-environmental issues.
Descrição
Palavras-chave
invasão biológica , aprendizado lúdico , educação ambiental crítica , biological invasion , ludic learning , critical environmental education