Educação no trânsito: didatização de saberes no ensino básico

Abstract

Traffic Education is justified by forming aware citizens committed to harmony and safety in traffic, able to mitigate accident risks by (re)knowing social rules, an action to be started since the early years of school life. In this sense, by understanding the fundamental role of the school in this process, the present study, as a study case, presents a didactic sequence especially assembled for the curricular component Languages and Codes, but of an interdisciplinar nature, aimed at the elementary school level about traffic signs. It has a qualitative, bibliographic, documental, dialectic, and constructive analysis, which contextualizes the theme in the northeastern countryside, especially its urban area. The literature selected coveredkeywords such as education, traffic, multiliteracies and didactic sequence. The didactic sequence is composed of three phases - checking prior knowledge; application of the content; and (self)evaluation. It is expected, based on personal experiences as a training agent in the Traffic Education Program and on the academic-professional experiences acquired during the Languages undergraduate course, to help in the teaching-learning process at a basic level.