Zoology, Environment and Society in Preservice Teacher Education

Abstract

To contribute to the field of didactic planning and expand knowledge and approaches to new ways of understanding, narrating, and constituting the natural world regarding fauna, one present this investigation on teaching-learning sequences produced by preservice science and biology teachers. This article discusses teaching-learning sequences whose core activities converge towards the development of knowledge that integrate aspects of zoology, environment, and society. The main proposals, possibilities and limits based on the following themes are analyzed: anthropomorphization; traditional knowledge, aesthetics, and animal resources; zoos, collection, and animal ethics.