WEBQUEST BIODIVERSIDADE: UMA ANÁLISE A PARTIR DA ALFABETIZAÇÃO BIOLÓGICA E DA EDUCAÇÃO AMBIENTAL CRÍTICA

• Autor(a) principal: Strugal, Drielle
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNICENTRO
• Texto Completo: http://tede.unicentro.br:8080/jspui/handle/jspui/1247
• topic: Alfabetização biológica; WebQuest; momentos pedagógicos; educação ambiental crítica; Biological literacy; WebQuest; pedagogical moments; critical environmental education; EDUCACAO::ENSINO-APRENDIZAGEM; MATEMATICA::MATEMATICA APLICADA; OUTROS::CIENCIAS

Environmental discussions have been more and more debated and are inserted in the student social context. For this reason, the school has become responsible to promote changes in attitudes able to do a social transformation. However, the superficiality about Environmental Education approached at school is often observed. The webquest can be seen as a methodology that makes easier the learning of fundamental concepts by the students, as well as help in the insertion of Environmental Education in school. Based on these premises, the central question proposed in this research arises: can the webquest methodology elaborated from a Critical EE perspective contribute to the teaching-learning process in relation to the biodiversity theme? In order to answer this question, the Biodiversity webquest from a Critical EE perspective was elaborated, based on the three pedagogical moments that intended to provide a didactic organizational dynamics to the proposed theme. This research intends to understand the Biodiversity webquest contribution to the biological literacy and the Critical EE approach in the scholar context. Through the objectives for this paper, this investigation was based on the qualitative research. The instruments for data collection were pre and post tests questionnaires. Twenty students of the 7th grade of elementary school, in a private school located in Guarapuava-PR, composed the research. Data were analyzed using the Bardin content analysis technique. Two perspectives analyzed it: the biological literacy and the Critical Environmental Education principles, which were submitted to validation by the Environmental Education Nucleus research group. The results showed that most of the students got the multidimensional level of biological literacy, and the conservationist conception of the environment prevailed even after the pedagogical intervention. Therefore, it is necessary to implement the contextualized teaching methodologies that promote student reflection about the social reality and make able the construction of the critical subject.