Os estilos de pensamento de professores que ensinam biodiversidade na reserva de desenvolvimento sustentável do Tupé

Abstract

The general obective of this research was to characterizing the thinking styles of teachers who teach about biodiversity in the early years in schools in the Tupé Sustainable Development Reserve. The guiding question was: What are the thinking styles of early years teachers when teaching about biodiversity in the Tupé RDS? In order to achieve this general objective, others were listed, as well as to describe the potential contributions and limitations of the initial training of teachers in the early years for teaching about biodiversity in schools in the RDS of Tupé; to understand the conceptions of early years teachers regarding the biodiversity of the Tupé RDS; and to analyze possible articulations between knowledge related to biodiversity and the context in/of the Tupé RDS in science teaching for the initial years. The research was carried out in four schools in the RDS of Tupé: Escola Municipal Paulo Freire, Escola Municipal Canaã II, Escola Municipal São José I and Escola Municipal São João. Nine teachers who teach classes for the initial years of Elementary School participated in the research. The methodology adopted in the study had a qualitative approach. The empirical work consisted of carrying out semi- structured interviews, applying a questionnaire and taking notes in a field notebook. The organization of the data was prepared according to the Discursive Textual Analysis methodology of Moraes and Galiazzi (2007) and the analysis was carried out based on the epistemological perspective of Ludwik Fleck (2010). It was noted that the initial training left some gaps regarding the teaching of science and biodiversity. In the same way, continued training has focused on portuguese language and mathematics curricular components. The concept of biodiversity came from the experience of teachers in the communities of the RDS of Tupé. The concepts expressed involved the understanding of biodiversity as the diversity of life that exists both in terms of species and ecosystems. Biodiversity, for teachers, is intrinsically related to the environment. However, they know little about local biodiversity, emphasizing that their students have much more to teach them about the biodiversity of the Tupé RDS. Even in the face of this limitation, teachers, as mediators of knowledge, demonstrated an understanding of their role, with regard to biodiversity conservation. Working with activities involving care for the natural environment of communities was what stood out the most. The research results indicated the need for more targeted actions that bring schools closer to their respective communities and even continued training that addresses scientific and traditional knowledge about biodiversity. Keywords: Conception. Early Years. Pedagogy. Riverside School. Multigrade class