Atividade lúdica na escola: a ecologia do filo Cyanobacteria e sua relação com o monitoramento da Cagece

Abstract

The teaching about cyanobacterium, the water treatment and the issues involving them in public and environmental health are still notoriously little discussed on high school. The present work aims to observe by a playful way the construction of basic knowlegde about this topic and publicize the importance of the monitoring accomplished by the Companhia de Água e Esgoto do Estado do Ceará (CAGECE). This study was caried out with students from a 2nd year at a Public High school class at basing on the Base Nacional Comum Curricular (BNCC). Initially a dialoged expository class was applied, divided into two moments, with the support of didactic models of cells and the digital game Ciano Quiz. Two questionnaires were adopted for data collection, mixing open and closed questions. A pre-class questionnaire was applied in the first meeting, with the purpose to determine the student’s affinity with the subject. Soon after, the dialoged expository class was started with assistance of didactic models of cyanobacteria. In the second meeting, the class was divided into groups and the Ciano Quiz game was applied, with 10 questions. Then, the students answered a final questionnaire, which intended to assess if the activities worked added knowledge to students. The collected data were analyzed through qualitative method and the Laurence Bardin's content analysis was used to examine the subjective questions. Evaluating the answers, it was observed that the students understood the connection between inadequate waste disposal and cyanobacterial blooms. In addition, they highlighted the importance of water and CAGECE in terms of disease prevention and the quality of the water resource, scientific research conduction and caring for the environment. Therefore, it is proposed that the use of didactic models and games promotes the assimilation of abstract concepts, socialization among students and stimulates enthusiasm during the teaching-learning process. After obtaining the results of this work, it is hoped educators can be inspired and increase more tools that contribute to transporting students to the center of teaching practice.