O lúdico no ensino investigativo de biologia para jovens e adultos: a construção de uma sequência didática com um jogo de tabuleiro sobre poluição marinha

Abstract

Ocean pollution is a global challenge, which demands a deep comprehension from society in order to promote awareness and the adoption of sustainable practices. However, traditional teaching often does not engage its students effectively, especially in the youth and adult education, making the development of alternative pedagogical methods crucial, in this case, the teaching by investigation and playful activities. This research's goal was to discuss about Critical Ambiental Education from the perspective of the construction of a didactic sequence about ocean pollution with students in Adult and Youth Education (AYE). The study was done in a Youth and Adult education Centre in the municipality of Niterói, Rio de Janeiro. This research adopted a qualitative approach, utilizing participative research methods and direct observation in an educational environment with questionnaire application and report production. Through a didactic sequence divided in four parts. They were a theoretical discussion, a field study on a beach ecosystem, the construction of a didactic board game by students and, at last, the application and validation of the aforementioned game. Afterwards, a didactic guide was also built to orientate other teachers on how to do similar activities. This sequence was applied between the months of september until november 2024, which included the participation of 12 students. In general, students demonstrated great involvement, satisfaction and interest along the process, from expositive lessons to the development and application of the game. Most students expressed a positive opinion about the game, highlighting it as a fun and dynamic teaching tool. In addition, the pedagogic game was validated by four high school Biology teachers, who participated in the assessment and gave positive feedback on its applicability and highlighted its creativity, interactivity and educational potential. This research’s challenge was to engage initially the AYE students' participation, as many were insecure and uneasy at first, although they participated along the process. The research intended not only to transmit knowledge, but it also developed investigating skills, critical analysis and decision-making. Moreover, the playful aspect promoted collaboration between students, with exchange of ideas and collective game building. Therefore, the use of playful activities in investigative teaching for critical ambiental education for youth and adults can be an effective tool to make the learning process more dynamic.