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Universidade Autónoma de Lisboa

e-ISSN: 1647-7251

VOL15 N1, DT1

Dossiê temático - Rede Lusófona de Educação Ambiental:

perspectivas de cooperação para construir respostas sociais

a uma crise socioambiental global.

Setembro 2024

BRAZILIAN BIOMES AND ENVIRONMENTAL EDUCATION:

POTENTIALS FOR THE SCIENTIFIC AND ECOLOGICAL FORMATION

OF HIGH SCHOOL STUDENTS

NOEMI BOER

noemiboer@gmail.com

PhD in Scientific and Technological Education from the Universidade Federal de Santa Catarina

(2007), Master's in Brazilian Education from the Universidade Federal de Santa Maria, RS

(1993). Specialisation in Environmental Preservation from the Universidade de Passo

Fundo (UPF). Degree in Science, with a full degree in Biology; Degree in Pedagogy,

Qualification in School Supervision from the Universidade de Passo Fundo (UPF). She is

currently an adjunct professor III at the Universidade Franciscana (UNF) de Santa Maria,

RS (Brazil), carrying out teaching and research activities with the Master's in Teaching

Humanities and Languages (MEHL), a member of the Ethics Committee for Research with

Human Beings (CEP/UFN). She is a collaborating professor in the Postgraduate

Programme in Scientific and Technological Education at the Universidade Regional

Integrada do Alto Uruguai e das Missões (URI), Santo Ângelo campus. She has

experience in Education and Research Methodology, working mainly on the following

subjects: environmental education, sustainability and socio-environmental issues. She is

a leading researcher in the Teacher Training and Teaching Group and a member of the

Teaching Humanities and Languages Group.

NEUSA MARIA JOHN SCHEID

scheid.neusa@gmail.com

PhD in Scientific and Technological Education from the Universidade Federal de Santa Catarina

(2006), with a post-doctoral internship in Education from the Instituto de Educação da

Universidade de Lisboa, Portugal (2014). She has an undergraduate degree in Science from the

Universidade Regional do Noroeste do Estado do Rio Grande do Sul (1980), a bachelor's degree

in Biology from the Universidade Regional do Noroeste do Estado do Rio Grande do Sul (1983)

and a master's degree in Science Education from the Universidade Regional do Noroeste do

Estado do Rio Grande do Sul (2001). She is currently a professor at the Universidade Regional

Integrada do Alto Uruguai e das Missões (Brazil), working as a permanent lecturer on the

Postgraduate Programme in Scientific and Technological Education and as a guest researcher on

the Postgraduate Programme in Science Education (UFFS). She has experience in the field of

Education, with an emphasis on Science and Technology Education, working mainly on the

following subjects: science education, teacher training, science teaching, history of science and

conception of science. She is a leading researcher in the Science, Technology and Health

Teaching Research Group (GPECTS) and Editor-in-Chief of the journal Vivências. Member of the

Coordination Team of the International Science Education Research Network - RIEC.

CLÁUDIA RIGOLI SCHNEIDER

claudiarschneider@gmail.com

Master's in Scientific and Technological Education from the Universidade Regional Integrada do

alto Uruguai e das Missões (URI). Postgraduate in Environmental Sanitation from the Faculdade

Integrada da Grande Fortaleza (FGF). Graduated in Biological Sciences from the Universidade

Regional do Noroeste do Estado do Rio Grande do Sul (Unijuí). Registered with the Regional

Council of Biology under No. 069261/03. She is currently Pedagogical Coordinator and High

School Teacher at Colégio Dom Hermeto, Três de Maio, RS (Brazil). High school teacher at the

Frederico Jorge Logemann Technological Centre, Horizontina, RS. She has experience in Science

and Technology Education, working mainly on the following subjects: science education, science

and biology teaching, scientific and research methodology, environmental licensing and

consultancy.

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL15 N1, DT1

Título Dossiê temático - Rede Lusófona de Educação Ambiental:

perspectivas de cooperação para construir respostas sociais

a uma crise socioambiental global

Setembro 2024, pp. 6-23

Brazilian Biomes and Environmental Education: Potentials for the Scientific and Ecological

Formation of High School Students

Noemi Boer, Neusa Maria John Scheid, Cláudia Rigoli Schneider

Abstract

The results of the study conducted by the authors indicate that the Brazilian biomes content

did not receive the proper attention, in the period from 2015 to 2019, in the “Natural Sciences

and their Technologies” section of the National High School Examination (ENEM), which might

suggest that these are considered secondary content in these exams. This can impact the

scientific education of students and the development of skills that enhance the idea of

belonging to a specific place in defined space and time. In educational, political, cultural, and

social discussions, biomes are in focus and are understood as essential for the conservation

of Earth's biodiversity. All of these aspects relate to environmental education and the

ecological formation of individuals. In this qualitative study, a pedagogical intervention activity

is reported, which was conducted with a group of high school students from a Brazilian Basic

Education school as part of a master's research project. The students' activity consisted of

creating six infographics, each covering one of the Brazilian biomes. These infographics,

developed based on bibliographic research, were printed in poster format and displayed in the

classroom as a didactic and motivational resource. The intention was to contribute to the

scientific and ecological education of the students, especially regarding their awareness that

knowledge about biomes is essential for their preservation. Emphasis was placed on the

maintenance of genetic heritage of species, the ongoing need for soil and water conservation,

as well as the preservation of forests, which are crucial for regulating rainfall and the planet's

climate. It is concluded that the appropriate approach to biomes could be useful for the

scientific and ecological education of students and should have a central place in basic

education, not as an option but as a responsibility that must be urgently taken on.

Keywords

Environmental, Biodiversity, Pampas, Amazon, Pantanal.

Resumo

Os resultados de estudo realizado pelas autoras indicam que o conteúdo biomas brasileiros

não recebeu a devida atenção, no período 2015-2019, na prova de Ciências da Natureza e

suas Tecnologias, no Exame Nacional do Ensino Médio (ENEM), possibilitando inferir que esses

são considerados conteúdo secundário nessas avaliações. Isso pode impactar a formação

científica dos estudantes e o desenvolvimento de competências que potencializam a ideia de

pertencimento a um determinado local, em espaço e tempo definidos. Nas discussões

educacionais, políticas, culturais e sociais, os biomas estão em foco e são entendidos como

imprescindíveis à conservação da biodiversidade da Terra. Todos esses aspectos dizem

respeito à educação ambiental e à formação ecológica das pessoas. Nesse estudo, de

abordagem qualitativa, relata-se uma atividade de intervenção pedagógica realizada com uma

turma de estudantes do Ensino Médio, de uma escola de Educação Básica brasileira, ao abrigo

de uma pesquisa de mestrado. A atividade dos estudantes consistiu na elaboração de seis

infográficos contemplando cada um dos biomas brasileiros. Elaborados a partir de pesquisa

bibliográfica, os infográficos impressos em formato de poster ficaram expostos em sala de

aula como recurso didático e motivacional. Pretendeu-se contribuir com a formação científica

e ecológica dos estudantes, principalmente no que diz respeito à consciência de que o

conhecimento relativo aos biomas é fundamental à sua preservação. Procurou-se dar

destaque à manutenção do patrimônio genético das espécies, à necessidade permanente de

cuidados com o solo e com a água, assim como a conservação das florestas, imprescindíveis

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL15 N1, DT1

Título Dossiê temático - Rede Lusófona de Educação Ambiental:

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a uma crise socioambiental global

Setembro 2024, pp. 6-23

Brazilian Biomes and Environmental Education: Potentials for the Scientific and Ecological

Formation of High School Students

Noemi Boer, Neusa Maria John Scheid, Cláudia Rigoli Schneider

à regulação das chuvas e do clima do Planeta. Conclui-se que a abordagem apropriada dos

biomas poderá ser útil para a educação científica e ecológica dos estudantes, devendo ter um

lugar central na educação básica, não se constituindo uma opção, mas uma responsabilidade

que deve ser assumida com urgência.

Palavras-chave

Meio ambiente, Biodiversidade, Pampa, Amazônia, Pantanal.

How to cite this article

Boer, Noemi, Scheid, Neusa Maria John & Schneider, Cláudia Rigoli (2024). Brazilian Biomes and

Environmental Education: Potentials for the Scientific and Ecological Formation of High School

Students. Janus.net, e-journal of international relations. VOL15 N1, TD1 – Dossiêr temático – “Rede

Lusófona de Educação Ambiental: perspectivas de cooperação para construir respostas sociais a

uma crise socioambiental global”. Setembro de 2024. DOI https://doi.org/10.26619/1647-

7251.DT0224.1.

Article received on june 30

, 2024 and accepted on july 20

, 2024.

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL15 N1, DT1

Título Dossiê temático - Rede Lusófona de Educação Ambiental:

perspectivas de cooperação para construir respostas sociais

a uma crise socioambiental global

Setembro 2024, pp. 6-23

Brazilian Biomes and Environmental Education: Potentials for the Scientific and Ecological

Formation of High School Students

Noemi Boer, Neusa Maria John Scheid, Cláudia Rigoli Schneider

BRAZILIAN BIOMES AND ENVIRONMENTAL EDUCATION:

POTENTIALS FOR THE SCIENTIFIC AND ECOLOGICAL FORMATION

OF HIGH SCHOOL STUDENTS

NOEMI BOER

NEUSA MARIA JOHN SCHEID

CLÁUDIA RIGOLI SCHNEIDER

Introduction

The current global context we experience, in various and frequent moments and

situations, has shown that we are reaching the limits of planetary conditions. The

consequences of climate change, for instance, concern the vast majority of the

population, as they constitute the most vulnerable segment to environmental disasters.

Hence, it is likely that few people, when asked about the importance of scientific studies

on this topic, would deny its urgency and society's responsibility in the face of socio-

environmental, economic, and health-related conflicts. In addition to this, we have the

increasing social inequalities, the disrespect towards the space and knowledge produced

and cultivated by traditional communities, scientific denialism, and climate changes,

among many other situations. It is becoming increasingly urgent for humanity to assume,

with science and prudence, the role of being and existing in the world in a more balanced

and responsible manner, by adopting ecologically oriented attitudes and overcoming the

individual-nature dichotomy (Leff, 2003; Luzzi, 2012; Carvalho, 2013). In this context,

Environmental Education and the ecological formation of individuals have been identified

as crucial to the development of environmentally sustainable societies.

It is understood that the production of scientific knowledge to underpin educational

proposals largely originates from the field of Ecology, a promising area concerning the

formation of critical and socio-environmentally responsible citizens. In this article,

referencing the definition by Ab'Sáber (2009, p. 18), ecology is defined as follows:

“Ecology is the science that studies habitats and the environment, examining the

relationships between living beings and the physical environment in which they live”

(Ab'Sáber, 2009, p. 18). Thus, as a science with a broad approach, Ecology is related to

the organization of Brazilian biomes, which is the scope of this article.

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Título Dossiê temático - Rede Lusófona de Educação Ambiental:

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a uma crise socioambiental global

Setembro 2024, pp. 6-23

Brazilian Biomes and Environmental Education: Potentials for the Scientific and Ecological

Formation of High School Students

Noemi Boer, Neusa Maria John Scheid, Cláudia Rigoli Schneider

Currently, the concept of a biome is associated with the idea of nature conservation, and

its visualization has been sought through the aggregation of ecosystems by proximity

and regionalization. According to the Brazilian Institute of Geography and Statistics

(IBGE), a biome comprises a set “of life (plant and animal) constituted by the grouping

of contiguous and identifiable types of vegetation on a regional scale, with similar

geoclimatic conditions and a shared history of changes, which results in a unique

biological diversity” (Brazilian Institute of Geography and Statistics - IBGE, 2004, p. 11).

This is a political definition of the concept of a biome, resulting in six groups — large

landscape and macro-ecological domains — in Brazil, named: Caatinga, Cerrado,

Pantanal, Amazon, Atlantic Forest, and Pampa (Ab’Sáber, 2003, 2009).

In his book, Ecossistemas do Brasil (Ecosystems of Brazil, in English), from 2009, the

author locates these six landscape domains as follows: (1) Amazon as lowland forested

domains of the Amazon; (2) Caating as semi-arid inter-plateau depression domains of

the Northeast; (3) Atlantic Forest as forested hill sea domains; (4) Cerrado as plateau

domains covered and penetrated by gallery forest; (5) Araucaria plateau domains as the

southern Brazilian plateau, stretching from São Paulo to Rio Grande do Sul; and (6)

Pampa as mixed prairie domains of the southeast of Rio Grande do Sul. The first four

domains are intertropical, while the latter two are referred to as Brazilian subtropical

domains.

It is worth noting that Brazilian high school Biology textbooks contain different definitions

and numbers of Brazilian biomes. However, in this study, the classification of biomes

according to the IBGE, also endorsed by Ab'Sáber (2009), is adopted as described in

previous paragraphs. Furthermore, it is important to consider that there are studies

indicating various weaknesses in the content approach of these textbooks. Specifically,

concerning the content related to Brazilian biomes, Raiol, Oliveira, and Lemos (2019)

identified in their research that there is an absence of maps that show aquatic

environments and that important and current aspects, such as potential threats to the

integrity of the biomes, are not addressed in these textbooks.

In addition to this, there is the evidence obtained in research carried out by the authors

of this article when analyzing the questions in the Science of Nature and its Technologies

test of the National High School Exam (ENEM) in the period 2015-2019 (Schneider, Boer

and Scheid, 2021). The results related to questions on Brazilian biomes in this test,

considering the time frame, showed that knowledge of Ecology was frequent in the

Science of Nature and its Technologies tests, however, questions related to Brazilian

biomes were practically non-existent. This suggests that the topic of Brazilian biomes is

considered secondary content in ENEM assessments, which could affect the teaching of

biology in Brazilian schools, given that the content chosen in the exam is generally a

reference for teachers' didactic-pedagogical planning.

Therefore, teachers and students need to employ additional resources beyond textbooks

through active methodologies to address the study of biomes in the face of current

challenges. To help the understanding of high school students regarding Brazilian biomes,

it is necessary to bring them closer to the reality of their life context and create learning

situations in which they become protagonists of their knowledge. For this to happen, the

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL15 N1, DT1

Título Dossiê temático - Rede Lusófona de Educação Ambiental:

perspectivas de cooperação para construir respostas sociais

a uma crise socioambiental global

Setembro 2024, pp. 6-23

Brazilian Biomes and Environmental Education: Potentials for the Scientific and Ecological

Formation of High School Students

Noemi Boer, Neusa Maria John Scheid, Cláudia Rigoli Schneider

methodology used needs to be active and engage with the everyday language of the

students.

One of these possibilities is the development of a Didactic Sequence (DS), so that

students engage in knowledge production through research. It is understood that this is

one way to provide a meaningful experience for both the teacher and the learner. In this

sense, digital Information and Communication Technologies (ICT) can expand the

possibilities for teaching and learning (Moran et al., 2000), as in today's world, those

who are not "connected and lack digital literacy lose important opportunities to inform

themselves, access rich materials available, communicate, become visible to others,

publish their ideas, and increase their future employability" (Moran et al., 2000, p. 26).

Further, according to Nascimento, Guimarães, and El-Hani (2009), a well-developed DS

can contribute to teaching knowledge by fostering the articulation between reflective

thinking, knowledge, and professional practice.

Given such a context and considering that all of these aspects can have an impact on

students' scientific education and the development of skills that enhance the idea of

belonging to a certain place, in a defined space and time, this article reports on a

pedagogical intervention activity carried out with a group of high school students from a

Brazilian elementary school, as part of a master's research project whose central theme

was the study of Brazilian biomes. This topic is justified because in educational, political,

cultural and social discussions, biomes are in the spotlight and are understood to be

essential for the conservation of the Earth's biodiversity. All of these aspects relate to

environmental education and people's ecological education, as stated in the article's title.

Considerations on the Ecological Education of Students in the Brazilian

Context

The United Nations Educational, Scientific and Cultural Organization (Unesco), in its

recently released report "Learn for Our Planet: A Global Review of How Environmental

Issues are Integrated into Education" (Unesco, 2021), calls on society to intensify efforts

by 2030 to address environmental issues, considering that:

The world has long recognized the need to harness the power of

education to tackle the challenges of sustainable development, but there

is still not enough systematic information about countries' positions in

addressing climate change, biodiversity, and the environment more

broadly in educational systems. To make progress, we must understand

where the gaps lie (Unesco, 2021, p. 4).

In Brazil, although there is a strong understanding that Environmental Education should

be integrated into the development of all curriculum components, in most basic education

curricula, it is confined to one subject: Natural Sciences in Elementary School and Biology

in High School. Considering this article discusses issues related to Brazilian biomes and

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Brazilian Biomes and Environmental Education: Potentials for the Scientific and Ecological

Formation of High School Students

Noemi Boer, Neusa Maria John Scheid, Cláudia Rigoli Schneider

the content covered in Biology education, the following paragraphs provide information

about this curriculum component.

The study of Biology in High School aims to present and develop the main concepts

associated with living organisms for high school students, enabling their integration with

biological knowledge that will be necessary for daily life (contextualization) and used in

the assessment processes of the ENEM and university entrance exams (entrance exams

for higher education courses).

According to the National Common Curricular Base (BNCC), in High School, the Biology

curriculum is part of the area of Natural Sciences and their Technologies and is

characterized as the science that studies "life in its various aspects as well as the

transformation of living organisms over time" (Ministry of Education, 2018), with the

purpose of promoting improvement in the quality of life and the preservation of the

ecosystem as a whole. With the implementation of the BNCC throughout Brazil, High

School consists of Basic General Education and Formative Paths, which allow students to

deepen their knowledge in the desired area.

The current organization of the High School curriculum was developed to consolidate and

deepen the knowledge acquired in Elementary School, and as a result, the area of Natural

Sciences and their Technologies is characterized by the presence of themes such as

Matter and Energy, Life, Earth, and Cosmos, traversing through the ten general

competencies established by the BNCC. Regarding the methodological aspects of

teaching, this document encourages student protagonism and learning through research.

Therefore, it is advocated that active methodologies enhance the construction of

knowledge in Biology, making learning more meaningful and interesting for the student.

It is worth mention that, according to the BNCC and complementary guidelines, for the

area of Natural Sciences and their Technologies, three specific competencies have been

defined to be developed over the three years of High School:

Competence 1: Analyze natural phenomena and technological processes, based on

interactions and relationships between matter and energy, to propose individual and

collective actions that enhance productive processes, minimize socio-environmental

impacts, and improve living conditions at the local, regional, and global levels.

Competence 2: Analyze and use interpretations of the dynamics of Life, Earth, and the

Cosmos to develop arguments, make predictions about the functioning and evolution of

living beings and the Universe, and ground and defend ethical and responsible decisions.

Competence 3: Investigate problem situations and evaluate applications of scientific

and technological knowledge and their implications in the world, using procedures and

languages specific to the Natural Sciences, to propose solutions that consider local,

regional, and/or global demands, and communicate their findings and conclusions to

various audiences, in diverse contexts and through different media and digital ICTs.

It is observed that the Brazilian educational legislation, in its curriculum guiding

documents, is aligned with the challenges faced by society. However, the question that

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL15 N1, DT1

Título Dossiê temático - Rede Lusófona de Educação Ambiental:

perspectivas de cooperação para construir respostas sociais

a uma crise socioambiental global

Setembro 2024, pp. 6-23

Brazilian Biomes and Environmental Education: Potentials for the Scientific and Ecological

Formation of High School Students

Noemi Boer, Neusa Maria John Scheid, Cláudia Rigoli Schneider

arises relates to the approach to these competencies and skills necessary for citizenship

education in basic education schools, which often is not adequate.

The Context of Pedagogical Intervention

The BNCC (Ministry of Education, 2018) determines that Brazilian biomes are part of the

content or objects of knowledge in Biology and Geography in High School. However, they

are generally addressed superficially in these curriculum components. To give meaning

to the theme and actively engage students, a DS was proposed, following the perspective

of Zabala (2010) and Oliveira (2013), using ICT resources as learning enhancers.

Therefore, the activities were planned to be developed using smartphones, tablets, or

notebooks with Internet access. The development of this DS occurred within the

framework of a research project that resulted in a Master's thesis and the proposal of an

Educational Product, developed in a Postgraduate Program in Scientific and Technological

Education at a Community University in southern Brazil.

The specifications of the stages of the DS are described in Table 1 below.

Table 1: Stages and Description of Procedures in the Didactic Sequence: Study of Brazilian

Biomes.

Stage

Description of Activities

Workload

Stage

Initial questions

- Which biome do we live in?

- What are the environmental conditions of this biome?

- Do you know of any measures to preserve this biome?

To answer the questions, the students researched

websites and books.

- Collective discussion of the answers.

2 hours/class

Stage

Organization of

groups and

orientation of

research activities

- The class was divided into small groups;

- Each group was given a biome to research on websites

and books indicated by the teacher;

Group 1: Caatinga biome

Group 2: Cerrado Biome

Group 3: Pantanal Biome

Group 4: Amazon Biome

Group 5: Atlantic Forest Biome

Group 6: Pampa Biome

2 hours/class

Stage

Extracurricular

Activity

- Research in the library and virtual environment with the

following items:

- Geographical location and climate;

- Main characteristics of the biome's fauna and flora;

- Identification of the main environmental problems of the

biome researched

- Organization of information in a PowerPoint

presentation.

4 hours/class

Stage

Presentation

Seminar

- Each group presented their researched biome to the

class;

- Discussion of the causes and consequences of human

impact on these biomes.

4 hours/class

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a uma crise socioambiental global

Setembro 2024, pp. 6-23

Brazilian Biomes and Environmental Education: Potentials for the Scientific and Ecological

Formation of High School Students

Noemi Boer, Neusa Maria John Scheid, Cláudia Rigoli Schneider

Stage

Infographic

Assembly

The activity took

place in the

computer lab or

remotely

- With the knowledge acquired from the research and

presentations, each group created an infographic to

display in the classroom;

- The infographics were created using the Canva tool,

available at https://www.canva.com/

3 hours/class

Stage

Infographics

Presentation

- Exhibition of the infographics in the classroom.

- Presentation of each infographic to the class.

- Discussion on the topic of Brazilian biomes.

2 hours/class

Stage

Ecological Trail

- For on-site knowledge of a fragment of the Atlantic

Forest biome, an ecological trail was conducted in an

environmental preservation area located 20 km from the

school.

- Observations and identification of plant species, mosses,

lichens, fungi, animals, and anthropogenic environmental

changes in the area were made.

- Students took photos and videos using their cell phones.

4 hours/class

Stage

Video

Extracurricular

Activity

After the trail, each group made a video with the photos

taken, reporting the main issues encountered and the

importance of the researched biome. The video was

shared on the school's social media platforms and served

as material for analysis.

3 hours/class

Stage

Presentation / Exhibition

4 hours/class

Stage

The students carried out an evaluative activity on Brazilian

biomes, answering 10 objective questions taken from

ENEM exams and entrance exams from different

universities.

1 hour/class

Source: The Authors (2020)

The implementation of the DS took place during the second semester of 2020, involving

a first-year class of High School at a private school located in a municipality in the

northwest of the state of Rio Grande do Sul, in southern Brazil. The study included 25

students aged between 15 and 16, which of the nine were females and were males.

Considering that in 2020 there were restrictions imposed by the Coronavirus pandemic,

all activities except the Ecological Trail were conducted remotely, using Google Meet and

Google Forms resources. The educational trail was conducted in person in 2021.

In accordance with the arguments of Oliveira (2013), that a DS can be considered both

a teaching technique and a research method, the research project was submitted for

review by the CEP/Conep system, as provided for in Resolution CNS/MS 510/2016, as

follows: "research in human and social sciences requires respect and guarantee of the

full exercise of the rights of the participants, and must be conceived, evaluated, and

conducted in such a way as to foresee and avoid possible harm to the participants"

(National Health Council, 2016). Such a resolution lays down norms applicable to

research in Human and Social Sciences in Brazil. Thus, all activities were ethically

designed and studied for the level of development of the participants, seeking benefits

in student learning. Parents signed a Free and Informed Consent Form (FICF) and

students consented to participate in the study through the Assent Form. The research

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VOL15 N1, DT1

Título Dossiê temático - Rede Lusófona de Educação Ambiental:

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Setembro 2024, pp. 6-23

Brazilian Biomes and Environmental Education: Potentials for the Scientific and Ecological

Formation of High School Students

Noemi Boer, Neusa Maria John Scheid, Cláudia Rigoli Schneider

protocol was approved by the Ethics Committee on Research with Human Beings of the

University (CEP/URI) on August 31, 2020.

Results

As this article focuses on the analysis of the six infographics produced by high school

students and the contributions of this activity to their scientific and ecological education,

we begin by presenting the analysis related to the application of the DS.

The activity that led to the creation of the infographics began with the students' inquiry

about their prior knowledge of Brazilian biomes. The responses were recorded in a Field

Diary by the teacher-researcher (one of the authors), allowing for an evaluation of the

knowledge production process by the students.

The students were divided into 6 (six) groups, each tasked with preparing a presentation

about the biome assigned to them through a previous draw, as well as organizing an

infographic containing the main information about the biome under study (biome name,

location, flora, fauna, climate, importance, and references). Theoretical concepts,

visualization, and presentation of the characteristics of each biome were considered

fundamental for understanding the species of fauna and flora that live in each biome, as

well as for arousing the students' awareness of the importance of environmental

preservation.

The Canva tool (https://www.canva.com/), freely accessible, was used by all groups to

create the infographics. The infographics were displayed on a clothesline in the classroom

and remained available for consultation throughout the semester. Figures 1 to 6 depict

the infographics of the six biomes produced by two groups.

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Brazilian Biomes and Environmental Education: Potentials for the Scientific and Ecological

Formation of High School Students

Noemi Boer, Neusa Maria John Scheid, Cláudia Rigoli Schneider

Figure 1: Infographic Amazon Biome Figure 2: Infographic Alantic Rainforest Biome

Source: Research Data

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Brazilian Biomes and Environmental Education: Potentials for the Scientific and Ecological

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Figure 3: Infographic Cerrado Biome Figure 4: Infographic Caatinga Biome

Source: Research Data

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Brazilian Biomes and Environmental Education: Potentials for the Scientific and Ecological

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Noemi Boer, Neusa Maria John Scheid, Cláudia Rigoli Schneider

Figure 5: Infographic Pampa Biome Figure 6: Infographic Pantanal Biome

Source: Research Data

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Brazilian Biomes and Environmental Education: Potentials for the Scientific and Ecological

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Noemi Boer, Neusa Maria John Scheid, Cláudia Rigoli Schneider

Aspects Highlighted by the Students in the Developed Activity

Regarding the Amazon Biome, as referenced in Favaretto (2015), they highlighted that

about 60% of the total area of this dense ombrophilous forest (which spans nine South

American countries) is located in Brazil, where it covers 40% of the territory. To a greater

or lesser extent, it covers the states of Rondônia, Acre, Amazonas, Roraima, Amapá,

Pará, Maranhão, Mato Grosso, and Tocantins. Rainfall and temperature are high, favoring

life development, which enables the flourishing of one of the greatest biodiversities on

Earth. In the Amazon rainforest, agricultural and livestock activities, as well as logging,

are progressively depleting the forest.

Similarly, they identified that this biome occupies the largest area of Brazilian territory

with great importance due to its rich biodiversity of flora and fauna, and in cloud

formation, modifying the climate globally. During the presentation, the group responsible

for the research mentioned the documentary "A River in the Sky" produced by National

Geographic (available at https://www.youtube.com/watch?v=8auUznr49pM), which

highlights the great importance of the Amazon rainforest for the maintenance of life on

our planet.

The main types of anthropization found were deforestation, wildfires, cattle ranching, and

grain cultivation. Additionally, the illegal trade of animals is another way of driving

various species to extinction.

Based on data from the Brazilian Ministry of the Environment (2020), the students

reported that the Atlantic Forest biome was the second-largest ombrophilous forest in

South America, covering the entire coast of Brazil (from Rio Grande do Sul to Rio Grande

do Norte). Currently, due to deforestation (mainly from the 20th century onwards), it is

greatly reduced, being one of the ten most threatened tropical forests on the planet, as

stated by Favaretto (2015). Originally, the biome covered more than 1.3 million km² in

17 states of Brazilian territory, extending across much of the country's coast. However,

due to human occupation and activities in the region, today only around 29% of its

original coverage remains (Ministry of the Environment, 2020).

In the context of the studied biomes, the Pampa biome is the most familiar to the

students because the pampas (also called mixed grasslands, southern grasslands, or

Gaúcho grasslands) constitute an herbaceous formation that occurs in Rio Grande do Sul,

extending into Argentina and Uruguay. Rainfall is not high; the predominant vegetation

consists of grasses, with remaining forests along the riverbanks. The pampas are subject

to erosion and desertification caused by intense grazing and common wildfires in the

region, as warned by Favaretto (2015). The natural landscapes of the Pampa vary from

hills to plains, rocky hills to hillocks. The biome exhibits an immense cultural heritage

associated with biodiversity, as highlighted by the Brazilian Ministry of the Environment

(Ministry of the Environment, 2020).

With an average altitude of 100m, the Pantanal biome is the largest flooded plain in the

Americas, with an estimated area of 150,000 km². It occupies a significant part of the

states of Mato Grosso and Mato Grosso do Sul, extending into Bolivia and Paraguay. In

the higher lands, various vegetation formations can be found, such as grasslands,

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Brazilian Biomes and Environmental Education: Potentials for the Scientific and Ecological

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Noemi Boer, Neusa Maria John Scheid, Cláudia Rigoli Schneider

savannas, scrublands, and forests (Favaretto, 2015). Despite being the smallest

continental biome in Brazil in terms of territorial extension, as stated by the Ministry of

the Environment (Ministry of the Environment, 2020), this fact does not detract from the

abundant richness that this biome harbors.

The capital of Brazil, Brasília, is located in the Cerrado biome. The students, based on

Favaretto (2015), highlighted that the cerrados, covering 25% of the national territory,

contain one-third of all Brazilian species. They are situated practically in the center of the

country, occupying parts of Rondônia, Tocantins, Mato Grosso, Mato Grosso do Sul,

Goiás, the Federal District, Bahia, among others. The cerrados have an annual rainfall of

around 1500 mm, with soil poor in nutrients and rich in aluminum. Considered one of the

world's biodiversity hotspots, the Cerrado exhibits an extremely high abundance of

endemic species and undergoes exceptional habitat loss. From a biological diversity

perspective, the Brazilian Cerrado is recognized as the richest savanna in the world,

harboring 11,627 species of native plants already cataloged (Ministry of the Environment

2020).

The students attributed great importance to the Cerrado biome because it is the only one

that connects with the other Brazilian biomes, except for the Pampa biome. They were

also surprised by its biodiversity and attributed its anthropization mainly to deforestation

for crop cultivation and pastureland.

The Caatinga biome is exclusively Brazilian and covers almost 10% of the national

territory (Castro et al., 2006), suffering anthropization in the form of wildfires,

deforestation, and hunting, leading to its fragmentation and habitat reduction. It can be

considered a particular type of savanna that occupies, to a greater or lesser extent, the

states of the Northeast, as well as some regions of northern Minas Gerais. Its

temperatures are high, and air humidity is low. Rainfall is scarce, and rains only occur in

the winter, occasionally leading to prolonged dry periods (Favaretto, 2015). The Ministry

of the Environment (Ministry of the Environment, 2020) states that despite its

importance, the biome has been rapidly deforested, mainly in recent years, due primarily

to the consumption of native wood, illegally and unsustainably exploited for domestic and

industrial purposes, overgrazing, and conversion to pastureland and agriculture.

In summary, the Brazilian biomes encompass all the diversity of fauna and flora that the

country possesses. However, their conservation is increasingly threatened by

anthropogenic activities, mainly those related to the conversion of natural landscapes

into areas for agricultural production and real estate development (Aleixo et al., 2010).

This is mainly due to population growth and the lack of public policies aimed at their

preservation.

Results Discussion

During the implementation of the DS, it was evident that the students engaged with the

content. The use of technological resources sparked an interest in the subject matter.

Theoretical concepts, visualization, and presentation of the characteristics of each biome

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Brazilian Biomes and Environmental Education: Potentials for the Scientific and Ecological

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were crucial for understanding the species of fauna and flora inhabiting each biome, as

well as for instilling in the students an awareness of the importance of preservation.

Specifically regarding the infographics, it was observed that the students understood the

concept of biomes and were able to accurately characterize the six Brazilian biomes. They

utilized information, text, and images as visual representation of the content studied,

thereby developing technological skills and text interpretation abilities. It highlights the

importance of providing the necessary encouragement for students to seek answers to

the challenges posed through research.

The use of active methodologies in the classroom helps students develop the skills

required by the BNCC. The organization of the study of Brazilian biomes in an DS proved

to be appropriate as an innovative and efficient methodology for school learning.

Similarly, it is observed that the activity of elaborating infographics is aligned with the

skills foreseen in the BNCC (Ministry of Education, 2018), especially the EM13CNT302

skill:

Communicate, to varied audiences, in diverse contexts, results of analyses,

research, and/or experiments, elaborating and/or interpreting texts, graphics,

tables, symbols, codes, classification systems, and equations, through different

languages, media, digital information, and communication technologies (TDIC),

in order to participate and/or promote debates around scientific and/or

technological topics of socio-cultural and environmental relevance (Ministry of

Education, 2018).

It was observed that during the discussions about the research conducted, students

realized that the main anthropogenic actions in some biomes are cattle ranching, grain

cultivation, and wildfires. All of this is causing a process of desertification in various

regions of the biomes, such as the Pampa and the Cerrado, highlighting the need to

preserve each ecosystem so that they maintain their own characteristics and biodiversity.

Final Considerations

Given the challenges humanity currently faces, particularly regarding the socio-

environmental issues affecting the entire planet, such as climate change and its global

ramifications, authors like Sauvé (2005), Leff (2003, 2007), and Luzzi (2012) argue that

societies need to adapt their way of life and organization so that humans can cope with

increasingly frequent and severe environmental problems. In this regard, it is

acknowledged that schools are not the sole solution to these socio-environmental issues.

However, it is precisely within this space that there are conditions and potential for the

collaborative and transformative production of new knowledge, enabling intervention at

the root causes of problems rather than merely addressing their effects.

In line with the points raised by Unesco, it is essential to adopt new directions and

perspectives for Environmental Education in the Brazilian school context.

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The results obtained in this developed project indicate that the appropriate approach to

biomes could be useful for the scientific and ecological education of students, should have

a central place in basic education, not constituting an option, but a responsibility that

must be assumed urgently.

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