Clube de biomimética na escola: construindo soluções para problemas cotidianos inspiradas na natureza

Abstract

The biggest challenge for every teacher is to keep interested and motivated students in the classroom. In this work we apply the constructivist methodology of Problem Based Learning (PBL), in Biology classes, for students of Integral High School, seeking to stimulatestudents' autonomy and protagonism. Aguilar et al. (2016), state that the approach through the PRA in Biology teaching promotes cognitive and social skills in students, which are fundamental for scientific learning with a critical sense. With the application of the ARP, we encourage students to identify everyday problems in their communities, and to help them in this task, they were introduced to the 17 Sustainable Development Goals (SDGs) of the UN agenda for 2030. After identifying the key problem, the Biomimicry was presented in Biologyclasses as a transdisciplinary scientific strategy that seeks sustainable solutions to real problems inspired by nature. In the application of the ARP, we used 3 guiding questions, following the methodology proposed by Benyus (2003) adapted to the teaching of Biology. Aspace was created in the school where they can develop their ideas and exercise their thinking, where they identify problems and seek solutions, freely, we created a Biomimicry Club at school. At the Club, students can spend more time working on the problems to be analyzed, seeking sustainable solutions. They use the space working on their Green Hour (as we call the vacant times of the Integral). They were invited to observe the environment around their community and identify the main problem situations that surround them. From this first observation, they identified the key problems, and through the suggested keywords, they made the analysis of the questions that involve the brought problem, being proposed the question: How nature manages this problem? In the last stage, they carried out a synthesis of the discussions and reflections, contextualizing the suggestions proposed for the problem. They became protagonists of a knowledge construction process, keeping themselves motivated to solve challenging tasks that they understand to be relevant, awakening their interests to solve the problems raised. We made them build knowledge autonomously, makinglearning meaningful. According to Vygotsky (2001), knowledge is not something fixed and immutable, that is, finished, since it depends on the interaction between the individual and the environment that surrounds him, including his social relationships. In order to know, the action of the individual is necessary, thus, on the basis of constructivism, and in the light of biomimetics, we stimulate the capacity for interrelation and cooperation by working in groups and seeking solutions to common problems in their communities.