A alfabetização ecológica a partir de uma horta: aproximando teoria e prática no ensino fundamental

Abstract

This study aimed to investigate whether a didactic sequence, based on historical and cultural framework of human development, held in ten steps, and the garden as a natural environment, can enable the students of the early years of elementary school appropriation of concepts of ecology on the ecosystem, food chain, photosynthesis, energy flow and food web. The data of this investigation were based on a microgenetic analysis of a teaching process that involved the participation of twenty-eight students of the fifth year of elementary school in a public school in the city of Dourados / MS. Based on this analysis, the collection of information for construction of research data led to record in field notebook of observations, the students' drawings and video recordings of verbal interactions occurring during the teaching sequence developed in the teaching process. These records were transcribed and cut into episodes to be analyzed. Through analyzes identified that knowledge of the students had daily loaded with misconceptions about those concepts. Faced with such difficulties identified, the present results indicate that after the elaboration and implementation of the didactic sequence, the students developed an understanding of basic concepts of ecology and reelaboraram their knowledge on such everyday concepts.