Submitted by (lucia.rodrigues@ufrpe.br) on 2016-11-08T11:37:25Z No. of bitstreams: 1 Geni Barbosa Bezerra.pdf: 1016507 bytes, checksum: 47f0ee141260a964d88769c4a36d4a14 (MD5) / Made available in DSpace on 2016-11-08T11:37:25Z (GMT). No. of bitstreams: 1 Geni Barbosa Bezerra.pdf: 1016507 bytes, checksum: 47f0ee141260a964d88769c4a36d4a14 (MD5) Previous issue date: 2005-02-25 / One of the largest challenges of this new century that begin is the construction and maintenance of maintainable societies, capable to satisfy their own needs without reducing the future generations opportunities. However, to face this challenge is necessary to insert as soon as possible in all levels of the school curricula some principles such as: recycling, cooperation, flexibility, diversity, reflection and interdependence that are known as the ecological principles. This research intended to give a small contribution in this sense when investigating the process of construction of the interdependence principle between the biosphere's elements with a group of students of the first series of the fundamental teaching. For so was used a pedagogic dynamics of construction of a web life, based on the Theory of George Kelly's Personal Constructs (1963) more specifically in the Corollary of the Experience. The intervention was structured in five steps through which the students had opportunity to anticipate and to invest on web construction. To live the process physically and later to confront the new acquired information with their previous conceptions about the relationships between the biosphere’s elements being able to, or not to come to modify them. The results indicated that after they have lived the cycle of the experience twice all of the students altered their initial conceptions. It was observed that the students' egocentric posture and the relationships predominantly classic established among the biosphere’s elements were substituted by a posture of justness and for more complex relationships, in which the perception of the interdependence principle stands out as well as the ideas of sustainability and environmental conservation. / Esta pesquisa pretendeu investigar o processo de construção do princípio de interdependência entre os elementos da biosfera com um grupo de alunos da primeira série do Ensino Fundamental. Para tanto se recorreu a uma dinâmica pedagógica de construção de uma Teia da Vida, baseada na Teoria dos Construtos Pessoais de George Kelly (1963), mais especificamente no Corolário da Experiência. A intervenção foi estruturada em cinco etapas, através das quais os alunos tiveram oportunidade de antecipar e investir na construção da teia, vivenciar fisicamente o processo e, posteriormente, confrontar as novas informações adquiridas com suas concepções prévias sobre as relações entre os elementos da biosfera podendo, ou não vir a modificá-las. Os resultados indicaram que após terem vivenciado o Ciclo da Experiência duas vezes, todos os alunos alteraram suas concepções iniciais. Observou-se que a postura egocêntrica dos alunos e as relações predominantemente clássicas estabelecidas entre os elementos da biosfera foram substituídas por uma postura de equidade e por relações mais complexas, nas quais a percepção do princípio de interdependência se sobressai, bem como as idéias de sustentabilidade e conservação ambiental.