O Ensino de Ecologia com foco Investigativo na EJA: Uma Revisão Bibliográfica sobre Metodologias Ativas

Abstract

Teaching Ecology in Youth and Adult Education (EJA) faces obstacles due to the persistence of traditional models and the need to adapt contents to the reality of this heterogenous audience. The objective of this study was to analyze the pedagogical contributions and challenges of applying investigative methodologies and didactic games in this educational modality. To this end, a qualitative literature review was carried out, whose systematic search occurred in the Google Scholar, SciELO, and BIA databases. Articles, theses, and dissertations in Portuguese, published between 2010 and 2025, that related the teaching of Biology/Ecology to EJA or active strategies, were adopted as inclusion criteria, resulting in the selection of 7 main works analyzed through reading sheets. The results indicate that Investigative Teaching Sequences (ITS) act as powerful catalysts for engagement by positioning the student as a protagonist, while ludic tools facilitate the assimilation of dynamic concepts. On the other hand, the research revealed a chronic scarcity of specific teaching materials for EJA, which demands isolated adaptations of resources originally designed for children. As a limitation, the reduced number of andragogical productions in the area is pointed out. It is concluded that the use of these approaches is fundamental to make the teaching of Ecology more efficient and inclusive, suggesting future empirical in-person research with real EJA classes.