Uma abordagem sobre a biodiversidade e conservação da caatinga por meio de práticas pedagógicas em uma escola pública no município de Cuité-PB.

Abstract

The Caatinga Biome, located in the semi-arid region of Brazil, is entirely restricted to the national territory and presents a heterogeneous landscape that contributes to the richness of local biodiversity. However, the Caatinga is one of the least studied and protected regions of the country, which undergoes an accelerated degree of devastation, due to the unsustainable use of its natural resources, compromising the maintenance of its biodiversity. In this context, it is of great importance the role of the School in the development of strategies that stimulate the valorization and conservation of the Caatinga, geared to the knowledge of this biome in the teaching of biology. Therefore, the objective of the present study was to analyze the students perception and propose pedagogical practices on biodiversity and conservation of the Caatinga. The research was developed with students of the second year of high school of the State School of Integral High School Orlando Venâncio dos Santos, located in the municipality of Cuité- PB. Therefore, the objective of the present study was to analyze the perception and develop pedagogical practices on biodiversity and conservation of the Caatinga, with students of the second year of high school of the State School of Integral High School Orlando Venâncio dos Santos, located in the municipality of Cuité- PB. It was hoped to conduct a reflection on the importance and sustainable use of the natural resources of the Biome. For that, qualitative and quantitative studies were carried out, whose present work consisted of moments like: Visit to the school community, establishing contact for planning the activities and scheduling of the meetings; delivery of the Free and Informed Consent Form for underage students, and application of a semi-structured questionnaire about the subject matter; holding an informative talk; development of three pedagogical practices; and in class presentation of works resulting from the last pedagogical practice, finalizing the project. However, during the course of the activities, there was an involvement of the students in the thematic approach, who participated in the discussions, took questions, brought curiosities, demonstrating that they were researching on the subject and enabling moments of socialization. The development of pedagogical practices with a contextualised approach on the Caatinga facilitated the understanding of the biodiversity (flora and fauna) and the importance of conservation and preservation of this Biome. At the same time, stimulated the protagonism of the students, the dialogue and appreciation of the lived experiences, resulting in meaningful learning.