Coleções didáticas de zoologia no ensino de biologia: uma abordagem dialógica na educação de jovens e adultos

Abstract

Educação de Jovens e Adultos (EJA) is characterized by formative trajectories marked by life experiences, knowledge built outside of school, and specific learning demands, requiring methodologies and pedagogical practices that engage with these experiences. This study investigated how the use of zoological teaching collections in practical classes can contribute to the learning, engagement, and environmental awareness of Adult and Youth Education (EJA) students in a public school in Uberlândia, Minas Gerais, Brazil. The research was conducted using a qualitative approach, and we used participant observation with field notes and student work during activities to collect data. We processed and organized the data using a theoretical framework for content analysis. Our results demonstrate that zoological teaching collections constitute an advantageous pedagogical strategy for teaching Biology in EJA, as they bring abstract content closer to the students' sensory experience and encourage reflection on the relationships between humans and other animals. Therefore, we believe that this study can contribute to future work by highlighting that other, more contextualized methodological possibilities for adult education can provide opportunities for pedagogical practices focused on meaningful learning and the development of environmental awareness.