Construção colaborativa de trilhas interpretativas: abordagem para aprendizagem significativa e contribuição para utilização de espaços não formais de ensino

Abstract

The degradation in natural environments caused by human action is a cause of great concern. Human being feels distant from nature and does not understand that he is part of it. Therefore, sensitizing students about their actions in the environments in which they live becomes increasingly decisive. The present work has as objective to present an investigative didactic proposal in Environmental Education (EE) for the Teaching of Biology through interpretative trails in the FLONA of Paraopeba, Paraopeba-MG. The research involved third-year high school students of a state public school, also located in the Paraopeba city. This work generated a didactic sequence that can be applied by teachers in natural areas anywhere in Brazil, in EE actions. The second product was a booklet created by the students, with activities for Biology classes. This proposal, with an investigative bias, allowed the protagonism of students in the teaching-learning process, through awareness and observation of nature, in a Conservation Unit. The students experienced fieldwork, which gave them a new look at the environment and everything that surrounds them. The protagonism given to students made them feel confident and aroused their interest in the teaching-learning process, contributing positively to the construction and consolidation of knowledge. The results of this research also demonstrate the importance of interpretive trails as pedagogical for EE and the relevance of non-formal teaching spaces to promote scientific literacy