Guimarães, Ivanise Cortez de SousaAlves, Isabela Cristina2022-09-022022-09-022022-06-15ALVES, Isabela Cristina. Biodiversidade no ensino de Biologia: repensando ações e sugerindo soluções. 2022. 101f. Dissertação (Mestrado Profissional em Ensino de Ciências Naturais e Matemática) - Centro de Ciências Exatas e da Terra, Universidade Federal do Rio Grande do Norte, Natal, 2022.https://repositorio.ufrn.br/handle/123456789/49252Biodiversity or biological diversity is defined in the Convention on Biological Diversity as the variability of living organisms from all sources, encompassing terrestrial, marine and aquatic environments and the ecological complexes that are part of it. Intrinsically, RIO - 92 took place the convention mentioned above, in which the topic gained popularity due to the media and the recognition that we need biodiversity, but in view of the human action that has already caused so much devastation, we also need to protect it and conserve what we still have. With this in mind, we propose a didactic sequence on the learning of the concept of biodiversity in High School using three pedagogical moments as a didactic proposal. The approach of our research is quantitative-qualitative, with the target audience being 30 students from the 3rd grade of high school from a school located in Natal-RN. Our research was divided into three stages: the 1st stage was characterized by obtaining the students' prior knowledge about biodiversity by sending a questionnaire through the Google forms platform; the 2nd stage was destined to the elaboration of our SD, which was applied to the 3rd year students; the 3rd stage comprised the re-elaboration of the SD. It is worth noting that the SD was prepared and applied in a short period of time due to the post-pandemic context of COVID-19 and the end of the school year. As a result, we noticed that students relate the concept of biodiversity to the variety, diversity or richness of living beings, not showing an understanding that the concept of biodiversity goes beyond the biological-ecological point of view. When we asked about actions that they thought were beneficial to biodiversity, 100% of the students indicated not to deforest, to conserve areas of native vegetation and to protect animals threatened with extinction. The educational product of this research was restructured from the intervention carried out in the classroom in order to improve it so that other professionals can use it in their classrooms.Acesso AbertoBiodiversidadeSequência didáticaTrês momentos pedagógicosProduto educacionalEnsinomasterThesisCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA