Modelo de oficina pedagógica com espécimes peçonhentos conservados para alunos da rede básica de ensino

Abstract

Brazil, known for its vast biodiversity, is home to an immense variety of species essential for the balance of ecosystems, including snakes and spiders—animals often viewed with apprehension by the population. The rapid urban expansion has intensified the competition for space between humans and these species, frequently resulting in episodes of mortality driven by fear of their venomous potential or deeply rooted popular beliefs. Fear, while a natural response to danger, also contributes to the perpetuation of myths and a lack of understanding about the ecological importance of these animals. In this context, the present dissertation aimed to investigate the perceptions of elementary and middle school students regarding venomous animals, specifically snakes and spiders, and evaluate the impact of an interactive educational workshop on demystifying prejudices and strengthening environmental awareness. The research was conducted with 5th and 9th-grade classes from the Rui Poester Peixoto Municipal School, located in Rio Grande, Rio Grande do Sul, Brazil. Divided into three stages, the methodology included pre-workshop questionnaires to identify initial perceptions, the implementation of the educational workshop using preserved specimens and visual resources, and post-workshop interviews to assess changes in perceptions and attitudes. The results revealed that, initially, students held views strongly influenced by fear and popular myths. However, after the workshop, a significant reduction in prejudices and an increase in respect for venomous animals were observed, with more notable behavioral changes among 9th-grade students. The interviews highlighted that the pedagogical approach promoted critical reflections and reinforced the ecological importance of these animals. Differences between the groups indicated that factors such as maturity and greater exposure to academic content contributed to a deeper reception among older students. The study concludes that interactive educational workshops are effective tools for transforming misconceptions and fostering more conscious environmental education.