Sequência didática para o ensino da biodiversidade e sua importância no cotidiano

Abstract

During high school, students see the content associated with biology in a very fragmented and difficult way, by presenting many technical terms, but on the other hand this is the final stage of basic education that allows to verify the knowledge built by students about biodiversity and sustainable development. In addition, the development of critical thinking is essential and Environmental Education (EE) is one of the ways to stimulate and develop criticality. Due to the difficulty of carrying out an EE project during the period of remote or hybrid classes, we proposed a didactic sequence (DS) on the importance of biodiversity in the students' daily lives, so that they could integrate the knowledge built in school, their experiences, their culture, and apply it in their daily lives, understanding their role as citizens as active agents in the conservation process. For the development of the DS, the objects of knowledge present in the textbook adopted by the school were analyzed and interventions were built on the proposed biological content, but changing the approach and the order of the subjects to facilitate assimilation and learning. A methodology was established to encourage student engagement during the classes, through dynamics and dialogues that would bring them closer to biology, breaking away from complex concepts that are difficult to assimilate. The structure of the DS allowed the construction of personalized moments, which promoted an environment of belonging for students and teachers, making the learning of the content spontaneous and enjoyable, as well as its connection with reality, allowing to contribute to the formation of young people with scientific literacy and who support the conservation of biodiversity.