Biomas brasileiros em história em quadrinhos: sequência didática como estratégia de aprendizagem significativa

Abstract

The computerization of knowledge is part of the teaching-learning process of the current generation, even though it is a novelty for the previous generation, who despite using it for personal purposes, are still afraid to apply it in teaching practice, and highly abstract for teachers who have been in teaching for many years. This fact was clearly observed in 2020, with the significant changes in the relationship between teachers and students, mediated by remote teaching platforms, due to the actions to confront the COVID-19 pandemic. The present work developed a didactic sequence (SD) involving the ecology content about Brazilian biomes, in the perspective of David Ausubel's significant learning, integrating and anchoring the presented contents in the students' cognitive structures. The DS developed and applied was divided into stages: 1. quali-quantitative research, using the cloud tagging strategy and the Brainstorming technique in a virtual environment; 2. synchronous or face-to-face class, for the elaboration of the concept map; 3. expository/dialogical class about the main characteristics of biomes, with emphasis on the Brazilian biomes; 4. creation of working groups and classification of one Brazilian biome per group; 5. development of a comic book about one of the biomes, using virtual tools and/or smart phone applications; 6. development of applications that present the stories created; and 7. evaluation process. The results pointed out that in the research stage, the students had the necessary subsumptions for the anchoring of learning, since the words present in the clouds and the concepts used in the maps had a direct connection with the content; the expositive/dialogical class served as contextualization; the separation of the groups and the making of the fiches occurred sparingly, and on time; the elaboration and presentation of the comics required more time and effort than planned, but all teams achieved success; each group elaborated the comic using different digital tools, in other words, there was cartooning of images, creation of characters from applications, and use of preexisting characters in vector editors. As the school period progressed, it was not possible to fully conclude the application development stage and the evaluation process showed advances in relation to the empowerment of the concepts worked on.