EDUCAÇÃO AMBIENTAL NA PERSPECTIVA DO MOVIMENTO CIRCULAR: UMA SEQUÊNCIA DIDÁTICA INTERATIVA PARA OS ANOS INICIAIS DO ENSINO FUNDAMENTAL

• Autor(a) principal: Alves, Carla Regina Salau da Rocha
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional Universidade Franciscana
• Texto Completo: http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1230
• topic: Temas Contemporâneos Transversais; Educação Básica; Percepções; Reforma Paradigmática.; Contemporary Transversal Themes; Basic Education; Perception; Paradigmatic Reform.; Ensino de Ciências e Matemática

This research was developed within the scope of the Professional Master's Degree in Science and Mathematics Teaching, at the Franciscan University (UFN), in the Teaching and learning in Science and Mathematics research line. The research problem we sought to answer was: How can an Interactive Didactic Sequence contribute to environmental education, from the perspective of circular movement, in the early years of elementary school? Based on this problem, the general objective was established: to investigate the contribution of an Interactive Didactic Sequence, designed from the perspective of circular movement, aiming to promote environmental education in the early years of elementary school. From this perspective, discussions were established about the theoretical point of view, topics about the relationship between the school and the subject under construction; epistemology and complexity; environmental education from a critical perspective; curricular prerogatives of environmental education in the initial years; transversal contemporary themes and; circular movement in the educational context. A qualitative descriptive-explanatory approach was adopted, the data collection instruments were the records of the students and the teaching researcher in the Initial Years, which were analyzed according to Content Analysis (Bardin, 2011). The study's Educational Product is an Interactive Didactic Sequence, the results were: a) to provide better learning conditions for students about scientific concepts in the area of natural sciences, making them active and reflective participants in the construction of knowledge, and awakening their curiosity about the topic of environmental education, paradigm shifts and thought reform; b) encourage students to sharpen their senses to realize that environmental problems are part of everyday life and that they are not so far from their world of life. c) observe students' understanding of the environment and circular movement. After carrying out the research, it was found that in relation to environmental education, students understood that it is a process of recognizing values and clarifying concepts, with the aim of developing skills and modifying attitudes and actions in relation to the environment.