Desenvolvimento de matriz de indicadores para aplicação do lúdico e educação ambiental no ensino de ciências

Abstract

The insertion of the ludic in the teaching practice has been used to stimulate the construction of knowledge and different operative skills of the individual. As a resource in pedagogical practice, it enables the teaching of contents in a healthy and pleasant way, after all, the teacher is able to awaken in the student to learn in a happy way, as highlighted by Kishimoto (2003). The creation of pedagogical strategies that stimulate the development of different skills in students has been shown to be increasingly necessary. The ludic is part of the pedagogical resource and aims to encourage students to develop their different aspects, such as cognitive, motor, affective, creative and social. Reflections on Environmental Education reveal that it is a transversal theme. To insert EE in classes, the teacher needs to know its characteristics and intentionally develop strategies. Thinking about ludic activities and environmental education as fundamental in the school environment, the question was asked about the characteristics of EE and ludic activities, in addition to how to develop these characteristics in Science teaching? Based on this questioning, with the objective of developing a proposal for a Matrix of Indicators of Ludic and Environmental Education to assist in the planning of intentional pedagogical strategies, the present research used a qualitative approach, aiming to equip the teacher. Ludic is complex. Within this complexity and its multiple possibilities, its aspects and characteristics were defined, which made up the proposal of the Ludic Matrix, formed, then, by 4 aspects (Engine, Cognitive, Social Collective and Creative) and its 11 characteristics. The development of the EE Matrix was based on the choice of Indicators described by Motin (2019). Among the 18 indicators developed by the author, 6 were selected for the proposed EE Matrix of this dissertation, accompanied by 20 characteristics to guide teachers who may use the matrix, as a resource for inserting EE, with intention, in a playful way in your classes. Because the dissertation was developed during the pandemic period, the analyzes carried out to verify the effectiveness of the matrices were carried out in two Science video classes, developed for 3rd and 4th grade classes of Elementary School in a private school. From the city of Curitiba. The results demonstrated the potential of the matrices and their applicability in the format of video lessons, in aiding the planning of pedagogical strategies or didactic sequences, as well as serving as an instrument for self-analysis of practices already developed by the teacher and a diagnostic system. The educational product of this dissertation demonstrates the application of the Ludic and Environmental Education Indicators Matrix as a guiding element for planning, providing a plan in the insertion of the characteristics of EE and Ludic with Science Teaching, with intentionality. In this way, the planning of the activity will be able to make it clearer how it is intended to develop the motor aspects, the critical sense to interpret the phenomena, as well as the environmental and social awareness.