A abordagem mediatizada no uso da coletânea “diversidade dos seres vivos: eu também faço parte!” para estudos sobre biodiversidade e as inter-relações ambientais nos anos iniciais do ensino fundamental

Abstract

Research on educational context reveals concern about the lack of connection between knowledge areas as well as between the theoretical aspects of the curriculum and the interpretation of reality, which leads to a fragmented and compartmentalized teaching in the fields, under which environmental issues are sometimes dealt with in a scarce and sporadic way. Faced with this problem, this study provides analyzes of the teaching/learning process in the early years of elementary school concerning the integrated approach to curriculum subjects and themes focused on environmental education. It sought to reflect on the educational practice of a proposal in which the teaching of both Sciences and Environmental Education became part of an interdisciplinary context according to the assumptions of the historical and cultural perspective of learning. To this end, reflections are exposed from the development and use of the teaching resource entitled Diversidade dos seres vivos: eu também faço parte! (Diversity of living beings: I am also part of it!), an ingredient of a didactic sequence referred to in a Study Situation (AUTH, 2002) and delineated by a teaching training process. By using the above materials, studies were developed on the topic of biological diversity in the context of environmental interrelationships involving the biomes Cerrado and Pantanal. The study involved education professionals and students of the first four years of Elementary School, enrolled in a school run by the Municipal Education Network of Campo Grande (MATO GROSSO DO SUL, BRAZIL). The methodological process used corresponded to the qualitative approach, involving bibliographical, documentary and empirical quasi-experimental research. Data were collected by audiovisual recordings of the formative meetings with educators and study meetings with students, converging with questionnaires open to professionals and textual records of students throughout the research. Data analyzes were performed using the Content Analysis Method (BARDIN, 2011), with the techniques Enunciation Analysis (MORAES, 1999; BARDIN, 2011) and Categorical Content Analysis (BARDIN, 2011). During the work period, theoretical surveys and analysis of the textbooks were conducted, culminating in the production of a material organized in the form of comics (Diversity of living beings: I am also part of it!) finalized in formation meetings with the professionals in question. The investigative process revealed that the collection of teaching resources and accompanying instructional sequence showed to be potentially suitable for the proposed studies, revealing the student´s process of conceptual elaboration, in addition to fostering interdisciplinarity and the approach of environmental education. In addition, the teacher training process was also coherent, contemplating a participatory approach. In the light of analyzes of this work, we assert the importance of intentionality of pedagogical practice, taking into consideration the choice of materials/resources appropriate to the learning situations and the specific needs of students and requiring the teachers to master both content and classroom skills.