Unindo economia e ecologia em uma proposta de alfabetização científica e tecnológica baseada na construção coletiva de mural artístico com pintura em geotinta

Abstract

In accordance with the guidelines of the National Common Curriculum Base (BNCC), Environmental Education, in addition to advocating for an approach that covers all spheres: social, cultural, economic, political and environmental, should be elaborated on as a cross-cutting theme that addresses different objects of knowledge included in the curricular components of Basic Education. However, in order to comply with these guidelinesit is necessary to develop teaching methodologies that go beyond the content of the curricular components. Therefore, the aim of this study is to investigate the contributions of a scientific and technological literacy approach based on ecological and economic knowledge to promote consumer awareness among children and adolescents at the João XXIII Institute, located in the town of Ponta Grossa - PR. Regarding the methodological design, this is a master's-level-research study with a qualitative approach that includes na implemented research focus. The didacticpedagogical intervention was carried out in an after-school environment during the welcoming activities and bond strengthening services provided by the institution. Consisting of three pedagogical moments (Delizoicov; Angotti; Pernambuco, 2002), 12 children and adolescents aged between 6 and 16 took part, all of whom were users of the childcare service and enrolled in the morning. We held a total of 13 meetings, totaling 26 hours of activities, and ended with the collective construction of a didactic product: an artistic mural made from the ecological and economic knowledge we had worked on and the production of geo-paints by the participants themselves. The tools used for data collection and analysis were: questionnaires and semi-structured interviews, image and audio recordings, a logbook along with the construction of the Dialogical-Pedagogical (MDP) and Thematic-Organizing (MTO) Frameworks. The results obtained were positive, as it was found that the methodology used promoted understanding of the ecological and economic issues that permeate our society; provided experience with a social technology, in this case geotintas (eco-paints); and provided students with moments of reflection and development of critical thinking about consumer habits.