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Sensibilizar para a Biodiversidade Urbana
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O presente relatório descreve a intervenção pedagógica desenvolvida no âmbito do estágio
curricular do segundo ano de Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do
Ensino Básico, centrando-se na promoção da biodiversidade urbana junto de alunos do 1.º
Ciclo. Face ao crescente afastamento das crianças do contacto com a natureza, agravado pela
urbanização e pelo uso excessivo de tecnologias, torna-se urgente fomentar práticas educativas
que restabeleçam a ligação com o meio natural. Assim, esta investigação procurou
compreender de que forma a implementação de atividades práticas pode influenciar a
perceção, os conhecimentos e os comportamentos dos alunos relativamente à biodiversidade
existente nos contextos urbanos. Foi seguida uma abordagem qualitativa, de natureza exploratória e interpretativa, com recolha
de dados através de observação participante e questionários a alunos. O estudo decorreu
numa turma do 4.º ano do 1.º CEB, integrando atividades como a construção de hotéis de
insetos, a criação de um minijardim com plantas autóctones e sessões de observação direta da
fauna e flora locais.Os resultados evidenciaram um elevado envolvimento por parte dos alunos, que transmite
entusiasmo, curiosidade e participação ativa. Observou-se o desenvolvimento de
competências cognitivas e sociais, como a observação científica, a cooperação e o sentido de
responsabilidade ambiental. Foram também identificadas mudanças comportamentais
positivas, nomeadamente o cuidado com os espaços verdes, a redução de comportamentos
negligentes e a extensão de práticas ecológicas ao contexto familiar. Conclui-se que as atividades práticas constituem uma estratégia eficaz para integrar a
educação ambiental no currículo do 1.º Ciclo, contribuindo para a construção de uma
consciência ecológica e de atitudes sustentáveis desde os primeiros anos de escolaridade.
This report describes the pedagogical intervention carried out as part of the curricular internship of the Master's Degree in Preschool and Primary Education, focusing on the promotion of urban biodiversity among primary school students. In view of the growing disconnection of children from nature — caused by urbanization and early exposure to technology — it becomes urgent to promote educational practices that re-establish their bond with the natural world. Therefore, this study aimed to understand how the implementation of practical activities influences students’ perceptions, knowledge, and behaviors regarding biodiversity in urban contexts. A qualitative, exploratory, and interpretative approach was adopted, using participant observation and questionnaires for students. The study was conducted with a 4th-grade class in a public school and involved activities such as building insect hotels, creating a garden with native plants, and direct observation of local fauna and flora. The results revealed high levels of engagement from the students, expressed through enthusiasm, curiosity, and active participation. Cognitive and social skills such as scientific observation, cooperation, and environmental responsibility were significantly developed. Moreover, positive behavioral changes were observed, including greater care for school gardens, reduced negligent actions, and the extension of ecological practices to students’ families. It is concluded that practical activities are an effective strategy for integrating environmental education into the primary school curriculum, contributing to the development of ecological awareness and sustainable attitudes from an early age.
This report describes the pedagogical intervention carried out as part of the curricular internship of the Master's Degree in Preschool and Primary Education, focusing on the promotion of urban biodiversity among primary school students. In view of the growing disconnection of children from nature — caused by urbanization and early exposure to technology — it becomes urgent to promote educational practices that re-establish their bond with the natural world. Therefore, this study aimed to understand how the implementation of practical activities influences students’ perceptions, knowledge, and behaviors regarding biodiversity in urban contexts. A qualitative, exploratory, and interpretative approach was adopted, using participant observation and questionnaires for students. The study was conducted with a 4th-grade class in a public school and involved activities such as building insect hotels, creating a garden with native plants, and direct observation of local fauna and flora. The results revealed high levels of engagement from the students, expressed through enthusiasm, curiosity, and active participation. Cognitive and social skills such as scientific observation, cooperation, and environmental responsibility were significantly developed. Moreover, positive behavioral changes were observed, including greater care for school gardens, reduced negligent actions, and the extension of ecological practices to students’ families. It is concluded that practical activities are an effective strategy for integrating environmental education into the primary school curriculum, contributing to the development of ecological awareness and sustainable attitudes from an early age.