Ecotoxicology At School: A Proposal For Insertion Into Practical Science Classes

Abstract

The complexity of environmental effects, caused by the diversity of chemical compounds interacting with the biota, brings to light the urgency of an emancipating education focused on integral human formation. In this sense, there is a concern about appropriately working with themes relevant to environmental education for students in the early years of primary education. Thus, educators in the field of biological sciences are allowed to approach topics related to biodiversity, to educate for citizenship, in the perspective that students recognize themselves as part of the environment. Problem-Based Learning - PBL involves questioning based on the observation of phenomena, hypothesis testing, and analysis of results, being an ally of science, considering that the student is the protagonist in the different stages of knowledge construction. Based on this methodology, auxiliary materials were prepared for use in the classroom, guided by concepts and playfulness. To contextualize the phenomena involved in the study of ecotoxicology, a survey was carried out of the contents and abilities of the Brazilian National Common Core Curriculum (BNCC, as per the acronym in Portuguese), listing the potentials to be examined together with the concepts of ecotoxicology. For these, bioassay protocols were chosen for the elaboration of practical activities that exemplify the thought phenomenon. Two skills were selected for the elaboration of stories that describe problematization, the accomplishment of the experimental activity, and the presentation of the results of the experiments throughout the character’s daily life. The area’s theoretical and practical framework involves using technical terms, which can compromise students’ interest and learning. To remedy the difficulty with the concepts, a mini dictionary was created with definitions and optimization of technical terms to simplify the research process and the student’s understanding.