Conservation units as a space for teaching sciences and biology: perception of teachers

• Autor(a) principal: Monteiro, Marcelo
• Data de Publicação: 2021
• Outros Autores: Bordin, Sandra Mara Sabedot, Busato, Maria Assunta
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista da SBEnBIO
• Texto Completo: https://renbio.org.br/index.php/sbenbio/article/view/590
• topic: Áreas protegidas; Educação básica pública; Educação ambiental; Práticas pedagógicas.; UNIDADES DE CONSERVAÇÃO COMO ESPAÇO DE ENSINO DE CIÊNCIAS E BIOLOGIA; Protected areas; Basic public education; Environmental education; Pedagogical practices.; Áreas protegidas; Educación pública básica; Educación ambiental; Prácticas pedagógicas.

Conservation Units (CU) are essential for the protection of biodiversity and have potential for the development of pedagogical practices that facilitate the (re)construction of knowledge. This study aimed to identify teachers' perceptions about the use of UCs as a teaching space for Science and Biology. A structured questionnaire was applied to twenty respondents. The results indicated that if there were financial, pedagogical support and better working conditions for teachers, most would use CU for teaching and the reasons are: biodiversity, combining theory transposed in the classroom and field practice, and the possibility for students to build their knowledge from experiences and critical thinking. Teachers have knowledge about the concept, functionality and objectives of UC, however, the use that is made their spaces in Science and Biology classes is insipient.