Potencialidades de uma sequência de ensino investigativa a partir da infestação de escorpiões no Cemitério Municipal de Bueno Brandão-MG

Abstract

Real everyday problems can serve as a strategy to make the teaching-learning process more meaningful for understanding and reading the world. In view of this, this article aims to present and discuss a proposed Inquiry-Based Learning Sequence (ILS) aimed at Science teaching in the Final Years of Elementary School. It takes as its theme the recent infestation of scorpions in the Municipal Cemetery of Bueno Brandão-MG, seeking, in this way, to address a socioenvironmental issue that allows contextualizing teaching and fostering interventive attitudes in reality. The didactic approach of inquiry-based teaching dictates that students assume an active role in formulating the problem, developing hypotheses, planning and conducting investigations, as well as analyzing and systematizing the results, while the teacher is responsible for mediating and guiding the process. This is a theoretical-propositional study, in which the stages of the proposed ILS include the initial problematization, the gathering of prior knowledge, autonomous investigation, and the socialization of the constructed explanations. It is expected that the ILS, in a context of application for its validation, can favor the development of intellectual autonomy, critical thinking, scientific argumentation, and scientific literacy, highlighting its potential as a pedagogical strategy in the context of basic education.