Sequência de ensino-aprendizagem como ferramenta escolar para a sensibilização sobre a conservação da biodiversidade

Abstract

Biodiversity conservation represents one of the major contemporary socio-environmental challenges and requires educational strategies capable of bringing students closer to the environmental issues of their local context. In this regard, this study aimed to develop and evaluate a Teaching-Learning Sequence (TLS) structured around a board game as a pedagogical resource for teaching biodiversity conservation in the state of Ceará, Brazil, using the Design-Based Research (DBR) approach. The research was conducted through the stages of analysis, design, intervention, and evaluation. Initially, a literature review was carried out on Environmental Education, biodiversity conservation, Protected Areas, and educational games. Subsequently, the board game entitled ZELAR! was developed based on the principles of the Brazilian National System of Protected Areas and contextualized within the protected areas and biodiversity of Ceará. After a stage of prototype validation and refinement, the teaching sequence was implemented in a second-year high school class at a public state school in Fortaleza. Data were collected through a diagnostic activity and a final questionnaire and were analyzed using Discursive Textual Analysis. The results indicated that the teaching sequence enhanced students’ understanding of biodiversity conservation, particularly regarding Protected Areas, environmental enforcement, the role of native and exotic species, and the impacts of human activities on ecosystems. Furthermore, it promoted the development of a more critical and systemic perspective on environmental conservation, highlighting the potential of board games as educational resources for contextualizing content and fostering student engagement.