Impactos de mineração em ecossistemas aquáticos: uma sequência didática investigativa em Ecologia

Abstract

The approach to science teaching is consolidated as a pedagogical proposal that values the active construction of knowledge, promoting scientific literacy, student autonomy and participation in understanding natural phenomena or the consequences of human activities on ecosystems and their biodiversity. This research developed a Instructional Sequence (IS) that explores the impacts of mining on aquatic ecosystems in a transdisciplinary manner, encouraging reflection through the articulation between Science, Technology, Society, and Environment (STSE). To contextualize the problem, students participated in a field activity at a site near a mining region, allowing them to investigate the environmental effects of this anthropogenic activity. Aquatic ecosystems play a crucial role in maintaining ecological balance by providing natural resources, regulating the climate, and sustaining species diversity. In addition to their environmental importance and influence on water quality and the well-being of human populations, aquatic ecosystems are integrated into the hydrological cycle and offer essential ecosystem services to humanity. In this context, the research objectives were then applied to students from the second year of high school at Conselheiro Afonso Pena, a public school in Brazil, addressing the impacts of mining on water quality, as well as encouraging the active participation of students in all stages of the process. The students were encouraged to formulate questions, raise hypotheses, collect data, and analyze ecological information in a stream close to the school community. They were also tasked with discussing the consequences of mining and proposing measures to mitigate environmental impacts on aquatic ecosystems. The methodology adopted was a qualitative field approach characterized as action research. The study was structured based on the investigative cycle. The data collected was analyzed qualitatively and quantitatively, taking into account written records, speeches, and observations made during the process. The results obtained showed that the proposal achieved the intended objectives, actively involving the students in the construction of integrative knowledge in Ecology. Thus, the students' involvement in the research encouraged the development of critical thinking, autonomy, and scientific skills linked to concrete situations in everyday school life. Furthermore, an e-book was developed as an educational resource to assist Basic Education teachers in teaching Ecology through an inquiry-based approach. It is concluded that the IS contributed to the consolidation of new knowledge and skills, showing great potential as pedagogical material for high school to strengthen scientific and environmental education.