Sequência didática e metodologias ativas: contribuições para o ensino de educação ambiental em uma turma do 3° ano dos anos iniciais

Abstract

This study aimed to analyze the contributions of a teaching sequence, using active methodologies, to environmental education in a third-grade elementary school class, with the rational use of water as its central theme. This is a qualitative, applied study with a constructivist approach and a pedagogical intervention strategy. The investigation was carried out in a full-time municipal school in Ponta Grossa-PR, with the participation of 3rd grade students. Data were collected through questionnaires, records of student activities, and audio recordings, and analyzed using the Content Analysis technique, according to Bardin. The results indicate that there were significant changes in students' habits and attitudes regarding water use and that active methodologies favored student engagement and protagonism in the proposed activities. It is noted that there were advances in environmental awareness based on the CTS approach, as well as evidence of progress in scientific and technological literacy. It is concluded that the didactic sequence with active methodologies contributes to the construction of scientific knowledge in a contextualized way and to the formation of critical and environmentally responsible students.