Potencialidades do ensino de Ecologia por investigação

Abstract

It is necessary to update the teaching of ecology, by schools and teachers, with the use of methodologies and pedagogical practices that can promote student engagement, and actually enable meaningful learning that is related to the reality of the world student and that considers their prior knowledge. In Brazil, the interest of education researchers in the approach to teaching ecology through investigation has been growing, as this is a pedagogical strategy that can encourage students to reflect on current socio-environmental problems, and also engage them in mitigating these problems. The objective of this work was to present the teaching of ecology through investigation as a strategy in the teaching-learning process so that it can meet the individual and collective needs of students, in the school and social context, contributing to meaningful learning and lasting. The methodology used was through bibliographic research carried out on Google Scholar platforms and the SciELO – Brasil database, which allow free access to scientific journals. It was observed that didactic activities linked to the teaching of ecology through investigation can expand the student's knowledge in relation to current socio-environmental issues, allowing them to be placed at the center of the teaching-learning process, emphasizing the relationships between science, technology, society and the environment. Finally, it is highlighted that the objective of teaching ecology through investigation is not to train scientists, but to provide a learning environment that provides valid and significant knowledge, in addition to autonomy of thought. All this in an active, interactive and collaborative way between teacher and student.