Educação para a biodiversidade a partir da percepção da importância das abelhas nativas na polinização

Abstract

The global pollinator crisis, especially concerning bees, demands educational strategies to raise awareness among new generations about their ecological relevance. This study aimed to introduce the theme of native bee biodiversity into the school context and analyze the perceptions of 4th and 5th-grade students from public elementary schools in Campo Mourão (PR). The research, using a qualitative and phenomenological approach, was conducted over three months and involved an initial diagnosis, didactic interventions, and a final evaluation. Activities included theoretical, practical, and playful classes, such as painting floral structures, observing green areas, analyzing entomological collections with magnifying glasses, a quiz game, pollination games, and direct contact with a stingless beehive of the species Plebeia droryana (mirim) and Tetragonisca angustula (jataí). For the analysis, drawings, questions, and texts produced by the students were used, which allowed for the identification of their perceptions and learning throughout the activities. The initial drawings and responses made it possible to understand the children's prior knowledge and spontaneous perceptions about bees, while the final texts reflected what most sparked interest and learning after the interventions. It was observed that the 5th-grade classes showed greater variety and conceptual depth, demonstrating a more detailed understanding of ecological interdependence, whereas the 4th-grade classes revealed significant advances in the basic understanding of the ecological importance of bees and pollination. It is concluded that playful and interactive methodologies enhance learning and environmental awareness, promoting an understanding of the interdependence between human beings and ecosystems. The study reaffirms the role of critical Environmental Education as an essential formative tool, in line with Sustainable Development Goals (SDGs) 4, 13, and 15.