Meio ambiente nas aulas de ciências: análise de uma prática pedagógica sobre elementos e compostos minerais a partir da pintura rupestre

Abstract

Minerals are present in everyone's daily life in different ways and since these are natural compounds, understanding more about them allows a more critical look at nature. In this sense, this paper aims to analyze a pedagogical practice that aimed to build concepts about the theme Elements and Compounds of Minerals. The practice emerged from the Science Teaching Methodology discipline, offered by the Biological Sciences degree course at the Federal University of Lavras. At the end of the practice, participants were asked to point out the positive points and the points to be improved from it. These statements were analyzed in the scope of qualitative research, more specifically by categories analysis, which is derived from Content Analysis. After the analysis, it was possible to establish three categories: “Pedagogical resources”, “Drawing as a way to encourage creativity” and “Mastery of the content by the teacher”. It was possible to perceive the relevance of pedagogical resources, as they were able to instill the students' curiosity. Still, the use of the practice of drawing was fundamental to instigate students' creativity, as it instigated them to participate in the class. In addition, it was possible to perceive the importance of mastery of content by the teacher, since it is the theoretical-practical framework, which involves, among others, scientific and pedagogical knowledge, which enables the formation of critical and reflective citizens.