Cavernas na sala de aula: análise de uma prática pedagógica para o ensino de ecologia e evolução a partir da espeleologia

Abstract

This work aims to analyze a class with the theme "Introduction to Ecology and Evolution in Caves". The class aimed to understand how Alternative Teaching Methodologies to the traditional model contribute to the construction of biological concepts. The class arose in the context of the Biology Teaching Methodology discipline, which is offered for the undergraduate course in Biological Sciences at the Federal University of Lavras. At the end of the class, participants were asked to answer two questions: what are the positive points of the class? what points could be improved? Altogether, eight evaluations were written, which were analyzed within the scope of qualitative research, more specifically using content analysis by categories. Three categories were built a posteriori, namely "Playful Immersion in the Underground Environment", "Photography and other materials in the Construction of the Imagery of the Underground Environment" and "the Experiment with Crickets as an Articulator of Concepts". Therefore, it is possible to highlight the potential of playfulness for the construction of scientific concepts in a pleasurable way, the benefits that photography has by allowing to visit places without necessarily going to them and, finally, the potential of the pedagogical experiment as a way of proposing hypotheses , interpretation of phenomena and articulation of concepts.