TRILHAS INTERPRETATIVAS EM ESPAÇO NÃO FORMAL NO ENSINO DE CIÊNCIAS

Abstract

The present work sought to analyze the possibilities of implementing interpretive trails as a strategy combined with the teaching of Science in non-formal spaces. The trails suggested for

construction took place in two spaces: in the Parque Ecológico Urbano Cimba and in Via Lago- Prainha, both located in Araguaína-TO, with the intention of using the places not only as places

of leisure and visitation, but also as a space non-formal education, being able to provide science teachers and students with an educational resource and visitors with information necessary for the conservation of environments. For this, this work was divided into two chapters, with chapter 1 a qualitative analysis through a State of Knowledge of 21 academic works on the platform of the Brazilian Digital Library of Theses and Dissertations (BDTD), the use of interpretive trails in the teaching of Sciences as a pedagogical strategy. Based on the analyses, the use of interpretive and ecological trails was identified in the teaching of environmental education/environmental sciences in order to promote conservation and environmental awareness and ecology, addressing ecological relationships, ecosystem and biotic and abiotic environments, as well as environmental resources, in addition to the use of the e-Trilha application as a digital pedagogical resource. Chapter 2 dealt with the possibility of implementing two interpretive trails in two different spaces in the city of Araguaína-TO, one being Prainha da Via Lago and the other the Parque Ecológico Urbano Cimba, discussing the programmatic contents that can be worked in these spaces, in addition to how the trails are built in these places, pointing out the strategies and resources used for the delimitation of the interpretive points and the script for the application of the practice. It was concluded that the trails have been gaining ground as a teaching strategy, providing their users with scientific knowledge in non-conventional educational spaces, in addition to stimulating reflection on the social role of each individual in environmental maintenance and in the assimilation of curricular contents into everyday life, promoting a significant learning, thus showing the possibility of its implementation in different non-educational spaces.