Abelha nativas como instrumento para ecoalfabetização em escola da rede pública de Manaus- AM

Abstract

Ecoliteracy presupposes literate individuals who understand the complex relationships between all living beings and the environment that surrounds them. These relationships form the web that sustains life on the Planet. Ecoliteracy, its theory and methodology, have gained national prominence as a form of ecological literacy. Ecological literacy is expanding on the national scene, both in formal education, in schools and school projects, and in non- formal education, through NGOs, lectures and initiatives aimed at society in general. In line with Capra's vision, ecological literacy is emerging as the future present, surpassing conventional expectations. Based on the principle of ecoliteracy, this study evaluated the environmental perception of students in the third year of elementary school I, in the morning and afternoon classes, about native bees, in addition to implementing interdisciplinary activities and evaluating the efficiency of the method in the literacy of these children. therefore, bees native to the Amazon region were used as a learning instrument, employing pedagogical devices, including drawings, transversal activities aligned with the MEC curriculum and analysis of engravings compared by the Ecological Literacy indicator table in the initial and final phases of the project. Regarding the analysis of the drawings obtained before carrying out the interdisciplinary activities in relation to the categorization of ecological literacy indicators, 75 participants (mean=18.75, SD=7.0887 and variance=50.25) had their illustrations framed in the theory by David Orr (1992). Additionally, 18 participants expressed affinity with Layrargues' (2003) categorization (mean=4.5, SD=2.8868 and variance=8.3333). Six students had their illustrations categorized according to Queiroz (2013) (mean=1.5, SD=0.5774 and variance=0.3333), while only five students demonstrated understanding of the biological importance of the species and were categorized with the indicators of ecological literacy proposed by Capra (2003), (mean=1.25, SD=1.5 and variance=2.25) In addition, the principles of ecological literacy were applied in the subjects of Portuguese and mathematics through tests related to bee biology. The results of the activities indicate significant learning, with high rates of correct answers in dictation (average=25.0, SD=4.5), text interpretation (average=12.75, SD=4.7), geometry (average =24.75, SD=5.75) and bee biology (average=27, SD=11.5). In this way, the proposed activities, in an interdisciplinary manner, are capable of contributing to the other disciplines during the phase of literacy, by increasing students' motivation and participation in classes, making them more dynamic and playful.