ENVIRONMENTAL PERCEPTION REGARDING WATER QUALITY: PROPOSAL OF DIDACTIC SEQUENCE IN ECOLOGY TEACHING
Biology teaching, research teaching, water pollution
One of the ways to make scientific literacy viable, proposed by the National Common Curriculum Base in Brazil, is through the teaching-by-investigative approach. This approach articulates the axes of scientific literacy, places students in the position of protagonists of their learning and subsidizes, in a complementary way, the dynamics of the teacher's classroom, making him a mediator of the teaching-learning process. This work aimed to propose a pedagogical support material for high school biology teachers with a didactic sequence of an investigative approach regarding the environmental perception regarding water quality. For this, the SD was elaborated, applied and evaluated in a group of students of the 1st grade of sequential high school at Centro Educacional Incra 9, Ceilândia, Distrito Federal. The SD was organized using the model of the three pedagogical moments, which transposes Paulo Freire's concept of education to the formal space of the classroom. Data collection took place qualitatively through questionnaires, notes, reflections in a field diary and students' writing. The didactic strategies used in the DS with an investigative approach allowed a greater involvement and participation of students in the classes, when reflected with the previous classes of the discipline with a more traditional approach. As a result, a pedagogical didactic product was created in the form of an orientation manual for other biology teachers to use as a support tool. It is hoped that the didactic sequence will enable students to position themselves in a critical, investigative and citizen-oriented manner in the face of environmental and water resource problems in their regions.