Da teoria à prática: estudo de caso sobre as interações ecológicas com base na aula de campo em ambientes naturais

Abstract

The development of field classes in natural environments is a topic of crucial relevance to the practice of science and biology teaching, but it is not widespread by teachers of basic education. The Amazonian biome, characterized by an enormous biodiversity, with distinct geographical features of many regions of Brazil, with areas of difficult access and the urgency to a better quality of teaching, these factors motivated to verify the potential of field classes in non-formal spaces, using a natural laboratory, seeking in this context, to take into consideration the students' learning and perception regarding the adopted strategies. In conducting the didactic process, students' previous knowledge was considered as a starting point, based on David Ausubel's theory of meaningful learning. From this perspective, this dissertation has as its general objective, to analyze the learning process of students in the use of expositive-dialogued class associated with field class in the teaching of Biology, having as its theme the study of Ecology. The study was developed with students from the last year class of the Technical High School Course in Agriculture of the Instituto Federal de Educação, Ciência e Tecnologia do Amazonas – campus Humaitá. The technical procedure made was the case study, using the qualitative research approach. As a technique for data collection, we used questionnaires with open questions, semi-structured interviews and observations. Data analysis was performed through discursive textual analysis, following the recommendations of Moraes and Galiazzi (2016). By the results it was found that the study of Ecology is a fundamental importance in the Agricultural Technician formation because it establishes relationship with different disciplines of the technical base. It was also found that the association of dialogued expository classes with field classes has great potential for the acquisition of conceptual, procedural and attitudinal knowledge, arousing in the student greater motivation. We realize that the development of group work during the field class favors the exchange of knowledge between peers, be it between the students themselves and the teachers. The development of teaching strategies in natural environments has proved to be a strong ally in learning, however, it is necessary that teachers recognize the importance and spread in their practices.