O ensino de Ciências em unidades de conservação: as praxeologias desenvolvidas

Abstract

This Thesis presents the analysis and results of research carried out in a Conservation Unit, located in the capital of Mato Grosso do Sul, whose main objective was to identify the potential of the Matas do Segredo State Park for the development of Science teaching in Campo Grande. This is a qualitative approach, in which the researcher is the primary element in collecting records. The text presents the historical perspective of teacher training since the 1980s, discussing public policies in this process. The challenges and contradictions in relation to the profession are highlighted, such as the precariousness of work, the overload of functions and the imposition of standardized teaching models, highlighting the importance of teacher autonomy. It also addresses non-formal educational spaces, such as parks, museums and science centers, which can assist in the development of the Natural Sciences curriculum in Elementary School. The articulation between these spaces and the school is essential to promote a more contextualized and relevant education for the lives of students. For this articulation to be effective, it is necessary to invest in the continued training of teachers, in the creation of public policies that value non-formal spaces and in the production of teaching materials that facilitate integration between different learning environments. Environmental education, in this context, emerges as a tool for exploring these spaces, contributing to the formation of citizens who are more aware and committed to the environment as a whole. Therefore, to analyze the park's activities, the Anthropological Theory of Didactics was used as a theoretical-methodological framework. The theory made it possible to investigate human conduct in Institutions and how knowledge lives in each of them. For this purpose, Praxeology was used, one of the central concepts of the theory, describing types of tasks, techniques, technologies and theories. By applying this methodological tool, it was possible to identify how knowledge of Natural Sciences and the Environment are conducted in the park space and how different institutions influence the Didactic Transposition process. Furthermore, it revealed the importance of understanding the complexities of the teaching and learning process in non-formal contexts. When analyzing the park's activities, it was possible to identify an excessive number of tasks present in the location, and the need for theoretical and didactic support to be solved in a short period of time. Therefore, the park can contribute to the understanding of knowledge from the school curriculum of the municipal education network of Campo Grande and other educational institutions, in addition to presenting itself as a space that enhances learning, as it offers elements for the elaboration of didactic proposals strengthening the teaching of Science and Environmental Education.