A articulação dos domínios do conhecimento em uma sequência didática investigativa sobre o reino Fungi

Abstract

This master's degree work involved the production and application of an investigative didactic sequence about fungi, with the participation of 2nd year high school students at the educational institution “Regina Pacis” located in the State of Minas Gerais. The methodology developed was based on the premises of Teaching by Investigation, seeking to encourage the active participation of students by bringing scientific knowledge closer to their reality. The Research-based Teaching approach demonstrated positive results by providing dynamic and interactive activities, which generated motivation, creativity, interest in learning and brought students' daily lives closer to scientific knowledge. This engagement resulted in more meaningful learning, highlighting the expansion of the participants' domains of conceptual, epistemic, social and material knowledge. This work aimed to enrich the understanding of the Fungi kingdom and train citizens capable of making ethical, environmental and social decisions in favor of living beings and the planet, in addition to promoting literacy and scientific literacy with the active participation of students, the collaboration, resolving challenging situations and encouraging learning. The activities carried out provided students with scientific development and an understanding of the actions of fungi in the environment, evaluated through discussions and research reports. This didactic sequence sought to encourage learning and develop in students skills such as critical thinking, teamwork and autonomy in resolving problem situations, thus strengthening the effective integration of Science, Technology, Society and Environment (CTSA) contributing to a more relevant and contextualized education. Students played a central role throughout the teaching and learning process, actively participating and contributing to the creation of educational materials, such as board games, interactive slides and concept maps. The interconnection between the domains of knowledge favored the application of concepts in everyday life, fostered interest and awakened students' motivation for educational activities.