O ensino por investigação no ensino médio sobre a percepção de impactos socioambientais no município de Simonésia – MG

Abstract

The teaching of Natural Sciences subjects in basic education is highly relevant in contemporary society. Through the inquiry-based learning approach, it encompasses valuable didactic and pedagogical aspects. The importance of inquiry-based learning becomes even more evident in light of current challenges, particularly regarding its application in teaching practices related to socio-environmental issues. This field of knowledge has gained increasing significance within educational settings and contemporary debates. The activities were designed to develop students’ awareness of socio-environmental impacts across different areas within the geographical boundaries of the municipality where they live. To achieve this goal, a dynamic and critical educational process was implemented. This process prioritized the use and application of several challenging pedagogical categories, including problematization, contextualization, interdisciplinarity, critical thinking, argumentation, and student autonomy. Throughout the classroom and field activities, students were able to engage in socioenvironmental perception through the process of reflection and action (praxis), conducting visits to various urban and rural areas. As a result, they identified and documented concrete situations involving different types of socio-environmental impacts within the municipality, as well as the sectors directly responsible for these occurrences. The consolidation of the activities, along with the sharing of information and records, took place during a seminar in which each student group presented the results of their investigations. Therefore, the implementation of this teaching methodology contributed to diversifying biology teaching practices and addressing socio-environmental issues based on students' own realities and experiences.