A produção de jogos educativos com recicláveis e o ensino das ciências ambientais: uma proposta de intervenção pedagógica para os anos iniciais do ensino fundamental

Abstract

The world is surrounded by a series of socio-environmental problems that affect the lives of millions of people every day. In this scenario outlined by the environmental crisis, education is essential for the training of individuals who take a critical stance towards environmental issues. The provision of quality education, as recommended in Sustainable Development Goal 4 (SDG4) of the 2030 Agenda, involves learning about Environmental Sciences, through sustainable actions such as the reuse of solid waste, from the perspective of Critical Environmental Education. In view of this and considering the reality seen in the school environment, in which some students dispose of waste inappropriately within the classroom, the general objective of the research was proposed: to analyze the contributions of environmental pedagogical practices, guided by use of games produced with recyclable materials, developed in an elementary school class, to facilitate the learning of concepts such as garbage, solid waste, reuse, consumerism and environmental problems, within the scope of Critical Environmental Education.Therefore, achieving this objective consisted of specific actions linked to environmental and playful pedagogical practices, through the planning, development and evaluation of a pedagogical intervention at the São Cristóvão State School located in Aracaju/SE. The target population was made up of students aged 6 to 9 years, enrolled in the 1st year A class of the aforementioned educational institution. The research was anchored in the assumptions of Critical Environmental Education, in discussions about SDG 4 and educational games in the context of environmental pedagogical practices. Regarding the research methodology, the research approach is applied and qualitative in nature. As research instruments, observation, conversation circles, student drawings, field diaries and photographic records were used. The methodological path was organized into four phases: exploratory, descriptive, data analysis and product composition. In the first phase, bibliographical studies on the topic in question were included. In the second, the intervention itself was presented, where pedagogical workshops were held, including moments of reflection on environmental issues, selection of subjects related to the generating theme and production of educational games, using recyclable materials. In the third phase, the evaluation of the pedagogical intervention was developed and in the fourth and final phase, the production of an e-book containing suggestions for games produced with students throughout the pedagogical intervention. Therefore, through this study, we sought to encourage reflection on the role of the Sustainable Development Goal (SDG 4) and its importance for sustainability in the current scenario of social, economic, educational and environmental crisis, as well as developing pedagogical practices interdisciplinary environmental practices aimed at teaching Environmental Sciences for elementary school I. It appears that, from the development of such practices, from the initial years, it is possible to cooperate so that students solve problem situations evident both in the school space and in other environments with which they interact throughout their lives.