School vegetable garden: broadening the context of socio-scientific issues in the initial years of Elementary Education

Detalhes bibliográficos
Autor(a) principal: Oliveira, Denise Ana Augusta dos Santos
Data de Publicação: 2019
Outros Autores: Messeder, Jorge Cardoso
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Ensino de Ciência e Tecnologia
Texto Completo: https://periodicos.utfpr.edu.br/rbect/article/view/7589
Resumo: This article presents the results of research of a professional master's degree, with a qualitative methodological approach, with an interpretative nature, with participant observation developed with 24 children of the 3rd year of elementary school in a municipal school. The objective of the research was to investigate the contributions that the context involving the school garden provides to socio-scientific discussions in the phase in which the child learns to read and write. Initially the theoretical discussions that support this study are presented. The development of the activities was guided by didactic sequences that contemplate the protagonism of children and talk wheels. The results indicate that children have a critical and attentive look at social issues related to the development of science and technology, and that the work of the teacher must include the child in the decision-making processes, sharing responsibilities and exercising training for citizenship.
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spelling School vegetable garden: broadening the context of socio-scientific issues in the initial years of Elementary EducationHorta escolar: ampliando o contexto das questões sociocientíficas nos anos iniciais do ensino fundamentalEnsino-aprendigemCiência – Tecnologia – Sociedade; Horta escolar; Ensino FundamentalScience; Technology; Society; School vegetable garden; Elementary SchoolThis article presents the results of research of a professional master's degree, with a qualitative methodological approach, with an interpretative nature, with participant observation developed with 24 children of the 3rd year of elementary school in a municipal school. The objective of the research was to investigate the contributions that the context involving the school garden provides to socio-scientific discussions in the phase in which the child learns to read and write. Initially the theoretical discussions that support this study are presented. The development of the activities was guided by didactic sequences that contemplate the protagonism of children and talk wheels. The results indicate that children have a critical and attentive look at social issues related to the development of science and technology, and that the work of the teacher must include the child in the decision-making processes, sharing responsibilities and exercising training for citizenship.Este artigo apresenta os resultados de pesquisa de mestrado profissional, de abordagem metodológica qualitativa, de natureza interpretativa, com observação participante desenvolvida com 24 crianças do 3º ano do Ensino Fundamental de uma escola municipal. O objetivo da pesquisa foi investigar quais as contribuições que o contexto envolvendo a horta escolar fornece às discussões sociocientíficas na fase em que a criança aprende a ler e escrever. Inicialmente são apresentadas as discussões teóricas que embasam este estudo. O desenvolvimento das atividades foi orientado por sequências didáticas que contemplam o protagonismo infantil e por rodas de conversa. Os resultados indicam que as crianças possuem olhar atento e crítico às questões sociais que se relacionam ao desenvolvimento da ciência e da tecnologia e que o trabalho do professor deve inserir a criança nos processos decisórios, compartilhando as responsabilidades e exercendo a formação para a cidadania.Universidade Tecnológica Federal do Paraná (UTFPR)Oliveira, Denise Ana Augusta dos SantosMesseder, Jorge Cardoso2019-03-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.utfpr.edu.br/rbect/article/view/758910.3895/rbect.v12n1.7589Revista Brasileira de Ensino de Ciência e Tecnologia; v. 12, n. 1 (2019)1982-873X10.3895/rbect.v12n1reponame:Revista Brasileira de Ensino de Ciência e Tecnologiainstname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporhttps://periodicos.utfpr.edu.br/rbect/article/view/7589/pdfDireitos autorais 2019 CC-BYhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2020-10-20T21:47:43Zoai:periodicos.utfpr:article/7589Revistahttps://periodicos.utfpr.edu.br/rbectPUBhttps://periodicos.utfpr.edu.br/rbect/oai||rbect-pg@utfpr.edu.br1982-873X1982-873Xopendoar:2020-10-20T21:47:43Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR)false
dc.title.none.fl_str_mv School vegetable garden: broadening the context of socio-scientific issues in the initial years of Elementary Education
Horta escolar: ampliando o contexto das questões sociocientíficas nos anos iniciais do ensino fundamental
title School vegetable garden: broadening the context of socio-scientific issues in the initial years of Elementary Education
spellingShingle School vegetable garden: broadening the context of socio-scientific issues in the initial years of Elementary Education
Oliveira, Denise Ana Augusta dos Santos
Ensino-aprendigem
Ciência – Tecnologia – Sociedade; Horta escolar; Ensino Fundamental
Science; Technology; Society; School vegetable garden; Elementary School
title_short School vegetable garden: broadening the context of socio-scientific issues in the initial years of Elementary Education
title_full School vegetable garden: broadening the context of socio-scientific issues in the initial years of Elementary Education
title_fullStr School vegetable garden: broadening the context of socio-scientific issues in the initial years of Elementary Education
title_full_unstemmed School vegetable garden: broadening the context of socio-scientific issues in the initial years of Elementary Education
title_sort School vegetable garden: broadening the context of socio-scientific issues in the initial years of Elementary Education
author Oliveira, Denise Ana Augusta dos Santos
author_facet Oliveira, Denise Ana Augusta dos Santos
Messeder, Jorge Cardoso
author_role author
author2 Messeder, Jorge Cardoso
author2_role author
dc.contributor.none.fl_str_mv

dc.contributor.author.fl_str_mv Oliveira, Denise Ana Augusta dos Santos
Messeder, Jorge Cardoso
dc.subject.por.fl_str_mv Ensino-aprendigem
Ciência – Tecnologia – Sociedade; Horta escolar; Ensino Fundamental
Science; Technology; Society; School vegetable garden; Elementary School
topic Ensino-aprendigem
Ciência – Tecnologia – Sociedade; Horta escolar; Ensino Fundamental
Science; Technology; Society; School vegetable garden; Elementary School
description This article presents the results of research of a professional master's degree, with a qualitative methodological approach, with an interpretative nature, with participant observation developed with 24 children of the 3rd year of elementary school in a municipal school. The objective of the research was to investigate the contributions that the context involving the school garden provides to socio-scientific discussions in the phase in which the child learns to read and write. Initially the theoretical discussions that support this study are presented. The development of the activities was guided by didactic sequences that contemplate the protagonism of children and talk wheels. The results indicate that children have a critical and attentive look at social issues related to the development of science and technology, and that the work of the teacher must include the child in the decision-making processes, sharing responsibilities and exercising training for citizenship.
publishDate 2019
dc.date.none.fl_str_mv 2019-03-13
dc.type.none.fl_str_mv

dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.utfpr.edu.br/rbect/article/view/7589
10.3895/rbect.v12n1.7589
url https://periodicos.utfpr.edu.br/rbect/article/view/7589
identifier_str_mv 10.3895/rbect.v12n1.7589
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.utfpr.edu.br/rbect/article/view/7589/pdf
dc.rights.driver.fl_str_mv Direitos autorais 2019 CC-BY
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2019 CC-BY
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
dc.source.none.fl_str_mv Revista Brasileira de Ensino de Ciência e Tecnologia; v. 12, n. 1 (2019)
1982-873X
10.3895/rbect.v12n1
reponame:Revista Brasileira de Ensino de Ciência e Tecnologia
instname:Universidade Tecnológica Federal do Paraná (UTFPR)
instacron:UTFPR
instname_str Universidade Tecnológica Federal do Paraná (UTFPR)
instacron_str UTFPR
institution UTFPR
reponame_str Revista Brasileira de Ensino de Ciência e Tecnologia
collection Revista Brasileira de Ensino de Ciência e Tecnologia
repository.name.fl_str_mv Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR)
repository.mail.fl_str_mv ||rbect-pg@utfpr.edu.br
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