Cianobactérias e poluição da água: uma sequência didática para o ensino de ciências ambientais

Abstract

This dissertation describes the process of elaboration, implementation and validation of a didactic sequence (SD) to explore the theme "Cyanobacteria and water pollution" with 6th grade students. The purpose of this study is to propose a didactic sequence to facilitate the practical approach of the subject by science teachers to 6th grade students, to test SD with teachers and to evaluate the use of SD in the learning process on the subject. This study was carried out in three state schools that offer the 6th year of elementary education in the urban area of the municipality of Soure, Marajó Island (PA). They are: School in Agreement Regime Stella Maris Institute, State School of Elementary and Middle School Professor Edda de Sousa Gonçalves and Escola Estadual de Ensino Fundamental e Médio Gasparino Batista da Silva. The teaching strategies used to formulate the SD and reach the learning objectives were thought based on the integrated constructivist model of Martine Méheut, which is based on the concepts of Didactic Engineering. The stages of SD elaboration, implementation and validation followed the following methodological organization: 1) The previous analysis: in order to define SD objectives and requirements, on-site observations and questionnaires were applied to teachers. 2) Conception: stage of planning and review of the activities that constitute the didactic sequence. 3) SD experimentation, implementation, validation and analysis: this stage was divided in validation and analysis with teachers, where SD was presented to the teachers in the form of a workshop and evaluated from an array of requirements by the five Science teachers of the three state schools present in the municipality of Soure - Marajó - Pará. And experimentation, implementation and validation with students with application of a pre-test and a post-test to 43 students distributed in two classes of the 6th year of the Stella Maris school. The data were analyzed by the qualitative method, and it was possible to conclude that the didactic sequence was validated as a resource applicable to the science classes in the context of the three state schools located in Soure. For the present study, which represents the first use of the didactic sequence produced, the results were satisfactory. However, they are not definitive, since SD should be tested, reviewed, used and validated in future contexts.