VIDA SUSTENTÁVEL: O JOGO COMO RECURSO DIDÁTICO PARA O ENSINO DE CIÊNCIAS NA EDUCAÇÃO INFANTIL

• Autor(a) principal: Silva, Eliane Machado da
• 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/1234
• topic: Jogo didático. Crianças. Ciências. Sustentabilidade.; Didactic game. Children. Science. Sustainability.; Ensino de Ciências e Matemática

The study developed is inserted in the line of research in Teaching and Learning in Science and Mathematics, belonging to the Graduate Program in Teaching of Science and Mathematics,Franciscan University. It aims to investigate the possible contributions of a didactic game for Science Teaching in Early Childhood Education, guided by the 2030 Agenda. The proposal was developed with children aged 4 and 5 years and 11 months, enrolled in a municipal school in the countryside, located in the Sul Region of the city of Santa Maria (RS). Through the study of the guiding documents of Early Childhood Education and the 2030 Agenda, and the understanding of the importance of Science Teaching in Early Childhood Education, a didactic game was produced, entitled SUSTAINABLE LIFE, as an educational product, in the form of a puzzle. The methodology of the research had documentary character and descriptive analysis, which was carried out studies in guiding documents of the pedagogical proposals and analyzes of the needs and specificities of the group to be studied. For the development of work thought use of the SDGs for the problematization of environmental education with the use of play in children’s learning in the search for understanding their environment and the transformation of attitudes and thoughts in the relationship of everyday life with the environment. In the methodology of the product we have the strategies used for the application of the game, with the representations of the SDGs and with environmental contextualization, applied in the context of children inserted in a rural environment and with urban characteristics. The game served to them, using the game, discuss and bring to school their look on the situations, how they relate to their community and what conditions permeate environmental and social problems that impair their social development. With this proposal it was possible to mobilize children to reflect on their daily actions, going through the 17 SDGs, associated with the objects of knowledge and the fields of experiences of the National Common Curriculum Base (BNCC). Care was taken to respect the profile of the group of children, their interests and intentions in the actions within their community, and to understand their perceptions in relations with the environment. With the use of alternatives focused on play and everyday experiences, it was possible to seek understanding of environmental education, bringing to the school space the problems and possible solutions for a more sustainable life and preserving the environment.