Sequência didática sobre redução da produção de lixo domiciliar e bioindicação por anurofauna: fomentando o aluno como protagonista da educação ambiental.

Abstract

The continuous growth of human population results in many environmental problems, which include the increasing rates of waste production. Landfills are one the most common form of dispose waste and they must be monitored to prevent and minimize potential environmental. Here, we elaborate a didactic sequence (DS) focusing on the waste generation and its consequences. It was planned to help teaching by investigation methods and was adopted to stimulate the protagonism of high school students by conciliating field sampling, data analyses, and teaching traditional theory. Due to the Covid-19 context, the DS was adapted to the blended learning, according to the pandemic emergency guidelines. To increase the engagement of the students, the project was divided in two lines of research: the first one was focused in the waste management, the environmental awareness, actions to diminish the waste generation, and tests to evaluate the efficacy of these methods. The second line was conducted using anurans as bioindicators of water quality, in addition to studies concerning their morphology, vocalization and ecological niche. By means of a case study, the students processed information and confronted their hypotheses about anurans occurrence in the monitored habitats. The DS effectiveness was evaluated by forms assessment and by observation of the participants and workgroups during synchronous and asynchronous moments, personal development, and research products. The student’s commitment and sense of belonging became evident at several times, notably during new phases proposed and during activities to solve problems. Among the products from these DS, infographics were designed and elaborated by the students, it was proposed materials reuse, and students produced videos about anurans identification and vocalization, in addition to seminars about environmental interpretation. In this way, the recommendations indicated by the action research were reached, with the students starting to see themselves as beings that transform the environment in which they live, in addition to involving the acceptance and participation of their families.