Navegando por Autor "Calazans, Elíne Monteiro"

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    Boletim Técnico - Pesca de arrasto de camarões no Povoado Pontal do Peba, Piaçabuçu, Alagoas - Brasil: possíveis soluções para os desafios sociais, econômicos e ambientais
    (2023-07-25) Calazans, Elíne Monteiro; Araujo, Daniel de Magalhães; Tamano, Luana Tieko Omena
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    Educação para a conservação: ictiofauna e pesca de camarões no ambiente escolar
    (2023-07-25) Calazans, Elíne Monteiro; Araujo, Daniel de Magalhães; Tamano, Luana Tieko Omena
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    Sequência Didática (SD) sobre ictiofauna do Rio São Francisco para o curso Técnico em Agropecuária Integrado ao Ensino Médio
    (2022) Calazans, Elíne Monteiro; Lima Filho, Adalberon Moreira de; Lima Filho, Adalberon Moreira de; Gama, José Aparecido da Silva; Araújo, Daniel de Magahães
    The São Francisco River basin and fish have economic, social and environmental importance, representing the main resource that guarantees the survival of communities. Therefore, studies and actions are needed that can contribute to the preservation and conservation of this ichthyofauna. Considering that teaching practice needs to be increasingly driven to the diversity of approaches and expansion of methodological strategies. In this context, we sought to integrate the different knowledge about fish, basin and ichthyofauna, from a didactic sequence that brought together different strategies as alternatives for the effective practice and promotion of scientific knowledge and help the teacher to develop diversified activities in the course of their practice. The didactic sequence was applied in a 1st year class of the Technical Course in Integrated Agriculture to High School of the Federal Institute of Education, Science and Technology of Alagoas (IFAL), targeting 20 students. The research has a qualitative focus, with the methodological contribution of action research and we adopted the use of a questionnaire as a data collection instrument, structured to contemplate information in three major approaches: I. Profile of the interviewee; II. Knowledge about the river; III. Knowledge about fish; IV. Knowledge on environmental problems. Some steps were adopted, which formed a sequence that included four established phases: diagnosis, planning, intervention and verification of learning. The sequence included: (1) Exhibition and dialogued classes, (2) Didactic game and (3) Textual production. During the initial activities, great ignorance about fish, ichthyofauna and the São Francisco River (its economic, social, cultural and environmental aspects) was identified. However, the latest activities contributed to increase the students' knowledge about the points addressed during the application of DS and the comparison of questionnaires (initial and final) made it clear that the learning process through this resource was efficient.