A biodiversidade vegetal dos espaços públicos como ferramenta para o ensino de ciências

Abstract

This course conclusion work aims to analyze the plant biodiversity present in a public square of a municipality on the western border of Rio Grande do Sul and propose scientific literacy through didactic sequences. As for its methodology, it is characterized in terms of the approach as qualitative and exploratory and on the procedures, it can be said that it is a Survey type research. Four didactic sequences were elaborated, proposing to develop the thematic unit “plants” for the 8th year of elementary school, relating the contents covered with the skills proposed by the BNCC and RCG according to Ability-RS (EF08CI07RS-1). For the validation of the didactic sequences, four master professors in the area of teaching and biochemistry were invited to participate in the study. The teachers' evaluation of the sequences referred to the relationship with the objectives proposed by the documents, their coherence, applicability and significance to be developed linked to the use of non-formal learning spaces for the construction of students' Scientific Literacy. From the results obtained in the research, it is possible to conclude that the use of Didactic Sequences, as a didactic and pedagogical proposal for teaching, is configured as an instrument to assist students in building a relationship between the knowledge produced at school and issues that are part of the context of your city. It is also concluded that the SD, if elaborated with objectives and methods that articulate procedural contents to the students' context, is a way of overcoming obstacles that make it difficult for the student to approach scientific practice and scientific literacy.