Uma sequência didática para caracterização da qualidade ambiental de riachos como ferramenta para o ensino investigativo de Biologia

Abstract

The concern about the state of degradation of water resources has revealed the need to establish methods for assessing environmental quality. In this context, a tool that can be used in a complementary way to monitor water resources, in addition to chemical and biological analyses, is the Rapid River Assessment Protocols (RAP). These are designed to visually assess the parameters that determine the quality of the physical conditions of rivers. Since 2000, rapid assessment protocols have been widely used in Brazil, however, few have been used as educational tools in investigative teaching within critical environmental education. The aim of this work was to develop a didactic sequence for characterizing the environmental quality of streams as a tool for investigative biology teaching with students from the State/RJ Teacher Training Course in the municipality of Guapimirim, in order to show students, the environmental impact caused by man, comparing the gradual degradation of the Soberbo River as it moves further away from the area of the conservation unit, PARNASO. In addition, the study was also carried out in sections of Guapimirim's city center, where there are more houses, and in nearby neighborhoods. The didactic sequence included a questionnaire given to the students about their environmental perception, dialogued lessons, three field trips, conversation circles, interviews with local residents, construction and application of the adapted PAR, validation of the activities with the students and preparation of a guide on the sequence. It was possible to observe that the activities proposed through active and investigative methodology led to very positive results. The students reported that they really enjoyed the field trips, especially to PARNASO, and found the interviews very important. The students took a leading role in the project, noting the interest, enthusiasm and commitment with which they participated in all the stages of the activities proposed through the didactic sequence applied. The field trips led to the appropriation and knowledge of the municipality, many students had never visited PARNASO, and this moment was very rewarding and enriching for them. In addition, the interviews with the old inhabitants brought very striking stories to the students, bringing them closer to their experiences, rescuing the local ancestry and associating it with the object of study.