Didactic Sequence for Elaboration of Parodies in Environmental Education: Validation of Teaching Product.

Abstract

The teaching-learning process, over time, has been modified and transformed, leading teachers, family members and students to have to reinvent themselves and adapt to the needs generated at each time, working with new methodologies and play in the classroom. Nowadays, the search for a comprehensive and meaningful education is essential. Allied to this transformation, it is extremely important that Environmental Education be worked on in schools, given the scenario we have in our society. Based on this assumption, this work seeks to demonstrate how the construction of parodies can be a viable educational tool based on remote classes. The purpose of this article is to present the stages of construction and validation of an educational product that consists of a didactic sequence that addresses the theme of Environmental Education. For this, the theoretical references and the methodological process that were used to prepare the product are presented, as well as the discussions regarding the evaluation that the peers made in the validation. For this process, a semi-structured questionnaire was used, with 14 questions to be answered about the Product. To compute the data, the Likert scale was used, by completing the Google form. It is concluded that the educational product is an excellent resource to promote meaningful learning, supporting the construction of critical individuals and protagonists in society.