Aprender brincando - o lúdico no ensino das ciências ambientais

Abstract

Play has been present in human life throughout history, highlighting its fundamental role in the integral development of children. Play is essential to provide a happy and potential childhood. It plays a crucial role in the development of children's environmental awareness by teaching from an early age the importance of preserving the environment. In addition, these activities help cultivate qualities such as autonomy, critical thinking and responsibility in children, preparing them to become conscious citizens committed to sustainability. Play can play a significant role in changing people's behavior, promoting environmental awareness focused on water conservation. In view of this, this dissertation aimed to: develop recreational activities for teaching environmental sciences based on the theme of conscious use of water through play, serving as interdisciplinary support for elementary school educators. This research was carried out at the Jamel Amed Educational Center - CEJA, Torquato Tapajós, in the urban area of Itacoatiara, Center. The approach was qualitative for interpreting the phenomenon studied. The methodological procedures for achieving the proposed objectives were bibliographical and field research, in addition to the development of the educational product. The group dynamics were structured, adopting the format of discussion circles. We reviewed studies that demonstrate how the integration of these areas can enrich learning, making it more meaningful and contextualized for students. The next stage of the research was developed in the classroom through thematic workshops with students, using different strategies and techniques: discussion circles; presentation of an educational video; drawing; drawing contest; puppet theater; text elaboration; and memory game. The last stage was the interviews conducted with the teachers of the 1st grade of elementary school in the afternoon shift, through structured question scripts. The use of play based on the theme of water conservation proved to be a strategy for contextualizing the teaching of environmental sciences, with the potential to contribute to the promotion and construction of a character concerned with the environment. It was possible to observe the appropriation of knowledge by students, who went beyond the classroom. Through play, it is possible to develop a deeper ecological awareness and acquire skills applicable in different contexts, contributing to a more complete and meaningful education