Guia de Campo para a Praia de Sepetiba (RJ): uma proposta de roteiro para aulas de Biologia no Ensino Médio

Abstract

Non-formal teaching spaces are those that provide education but do not make up the school space. These spaces are divided between institutionalized and noninstitutionalized, being the first type referring to those who are under the organization of an institution, such as museums, and the second type referring to natural or urban environments, such as beaches, parks and squares. Institutionalized or not, non-formal spaces can be useful in teaching several subjects, such as Biology. However, non-institutionalized spaces are usually less used, given the lack of a material or staff to helps teachers or people interested in structuring activities in this type of place. In this sense, the Field Guide for Sepetiba Beach was developed, using the natural and historical potential of a region of the city of Rio de Janeiro often forgotten by the locals themselves. For the development of the product, several site visits were carried out, mapping the route with the help of the Geotracker® App and getting information from the staff of the Ecomuseu de Sepetiba, a non-profit institution born as an endogenous initiative, that is organized as a collective. After authorization of the research by Comitê de Ética of UERJ, public school Biology teachers were invited to appreciate the Field Guide to Sepetiba Beach and to answer a questionnaire about it, validating this book. In their responses, they emphasized that this work would assist them in the development of onsite lessons, since they consider important activities in natural environments. The elaborated product presents itself as a route of visitation of the teachers to the region, approaching possibilities of activities in the place chosen, valuing the route idealized by the collective of neighborhood residents. This product seeks to assist the elaboration of activities in the place, containing estimated time of the route, distance traveled, information on the structure and biological and historical points of interest. The proposals of activities to be developed value the protagonism of the student in the learning teaching process through the investigative method. It is hoped that the opportunity of neighboring schools to carry out activities outside the school environment, without requiring a large displacement, will facilitate the recovery of the self-esteem of residents of this neighborhood that suffers the negative consequences of irregular and accelerated urban development. It is also expected that teachers from other regions of the city can use the material to give their students the opportunity to live this experience, spreading information on this locality and creating scientific vocation for being closer to the diversity of ecosystems.