The puppet theater is an alternative teaching resource for the development of activities aimed at Environmental Education, with the aim of facilitating teaching and student learning, streamlining classes and demystifying incoherent aspects. In this research, it has a qualitative approach and is characterized as a participant. We used a theatrical play to teach students Biology content, such as the importance of bats and more information about these animals, in a relaxed way, and to deconstruct the negative perceptions they have about bats. Students from public and private schools, aged between three and twelve, participated in the event. Theatrical presentations took place in schools and in the auditorium of the Dois Irmãos State Park, lasting 40 minutes, and were conducted taking into account the age group and interactions (questions) of the audience. When the presentation of the play ended, students were encouraged to draw pictures of bats. To collect the information, we used three methods: notes on the students' perceptions in the on-board notebook before and during the puppet theater; analysis of the drawings produced and analysis of the sentences produced in the materials. To analyze the data, we used observation and the methodology of the collective subject discourse and imagery analysis of the drawings produced. Over the course of the intervention, we found that the students changed their negative perception they had about these animals to a positive one and reconstructed previous distorted concepts. Of the 88 materials analyzed, 73 represented bats in a positive way, through drawings or written information. The results of the research indicated that the puppet theater is a viable and effective didactic resource for students to learn the content 'bats' in Early Childhood Education and early years of Elementary School.