O processo de alfabetização em ecologia no 6º ano do ensino fundamental.

Abstract

The article aimed to verify the literacy process in the field of ecology through the intervention in two classes of the sixth grade of elementary school. The qualitative and quantitative methodology was applied by comparing the diagnosis on the understanding of relationships in the environment and the evolution of this understanding after applying a teaching sequence. The teaching sequence consisted of the following steps: (I) Diagnosis (prior knowledge) - request to the students to, according to their knowledge, relate some species of animals and plants in the environment; (II) Discussion of the problem - analysis of the drawings and discussion of the presented contexts; (III) New knowledge - research in an area of the school yard; (IV) systematization. The object of the evaluation was the analysis of drawings and short texts prepared by the students. There was an evolution in the students' concepts, from 58.6% to 78% present in the deeper classification of the content, after the application of the teaching sequence.