A destinação do lixo na comunidade Alto dos Coelhos: o ensino de ciências e a abordagem CTS na conscientização e formação socioambiental das crianças

Abstract

The present work aims to investigate the limits and possibilities of working didactic-pedagogical activities based on the CTS (Science, Technology and Society) approach in a class from the early years of elementary school. In this context, the importance of science education linked to scientific literacy in the critical-social education of children in the early years was approached within a CTS teaching proposal. Methodologically, an interdisciplinary proposal based on the theme “Rescuing Values and Awakening Attitudes: Care for the Environment” was developed, with students from the 3rd year of elementary school in a municipal school in a rural community in Água Branca-AL. This proposal aimed to sensitize students about socio-environmental problems, based on a local situation experienced by them about the inappropriate waste disposal in their community, with this we seek to enable reflection on new ways of caring and preserving the environment. From the development of the classes, we used as object of study the dialogues between students and the researcher (teacher-trainee, at the time) and some productions in the form of text and drawings of the students. Among the results, we pointed out some limits in relation to class management during the intervention of the proposal, as many students were restless and demonstrated some difficulties in the production of activities, especially in those that required written production and those that presented themselves in a more playful and interactive, like the activities that were developed in groups. However, despite these limitations, it was still possible to perceive a good participation and interaction of children in relation to the theme worked, which contributed to the construction of a critical, conscious view regarding social and environmental issues. Thus, we consider that the CTS approach makes it possible to innovate teaching practice, expanding students' scientific knowledge and learning through significant methodological activities, far from conventional traditional practices practiced in classrooms.