Bioregional Environmental Education in the Countryside: Diagnostic Interlocutions in a 9th Grade Class in Uruguaiana, RS

Abstract

This article aims to identify the previous conceptions of students of the Final Years of Elementary School about Biomes, Conservation Units (CU) and Botany, through the analysis of a printed form, arranged in 12 questions, as an instrument for collecting diagnostic data. As for the design, this investigation is characterized as field research, exploratory-descriptive and qualitative, as it attenuates in subjectivities of the teaching and learning processes. Twelve students from a 9th grade class at a public school in the Municipal Education Network of Uruguaiana participated in the research. The results indicate that the students recognize the Pampa as a Biome that occupies the West Frontier region of Rio Grande do Sul. Furthermore, students confuse the relationship between monocultures of agricultural production with the native fauna and flora of the Biome and manifest superficial knowledge about UC and Plant Diversity, which raises the demand for scientific and academic research, of a pedagogical nature, in order to minimize the fragmentations in learning, through bioregional and contextualized teaching.