Banca de QUALIFICAÇÃO: LINDÉIA ALVES SARAIVA PAVIOTI

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : LINDÉIA ALVES SARAIVA PAVIOTI
DATA : 24/11/2020
HORA: 14:00
LOCAL: participação via remoto
TÍTULO:

PLAYFUL ACTIVITIES AS STRATEGIES FOR SCIENTIFIC LITERACY OF STUDENTS IN THE FIRST YEAR OF FUNDAMENTAL EDUCATION.

PÁGINAS: 100
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Ensino-Aprendizagem
ESPECIALIDADE: Métodos e Técnicas de Ensino
RESUMO:

Children in the early years of elementary education need to find playful situations geared towards learning. Luckesi (2015) points out that children learn by playing, therefore, by action. From this perspective, in Science teaching, children can experience playful actions that allow them to formulate hypotheses and explain phenomena that happen in their daily lives. Delizoicov and Slongo (2011) warn that students in the early years need a playful dimension in Science learning, preserving the content, so that scientific knowledge becomes desired. This work aims to investigate how the playful elements, inserted in a proposal of scientific literacy, add to the learning of children from the first year of elementary education. This is a qualitative research, with participant observation, in which the researcher (who’s also the teacher) had close contact with the subjects in the social space of the research, participating in the school context (MINAYO, 2013). The studied subjects were 23 students from the first year of the initial years of elementary education, in a municipal school in the Grande ABC (São Paulo Metropolitan Area, Brazil). Data were collected through observations, videos, oral and pictorial records. A didactic sequence was elaborated, focusing on recreational activities as a teaching strategy to explore the theme Human Body and Health, according to the skills and abilities of Brazil's National Common Curricular Base (BNCC). The didactic sequence was structured according to the methodological model of the Three Pedagogical Moments (TMP) (DELIZOICOV, ANGOTTI, 1990). The collected data were analyzed according to Sasseron’s (2008) indicators of scientific literacy in the early years of elementary education. Discussions in the field of playfulness were supported by Kishimoto's references (1998, 2011); Albrecht’s (2009), among other authors. Epistemological discussions were supported by Piaget (1975, 1999) and Vigotski (1984, 2014). The study showed that some recreational activities as strategies for teaching Science have reached all indicators of scientific literacy, and others, partially. We have identified that other proposals for recreational activities could have shown better results. It is important for the teacher to evaluate his didactic intent when providing new recreational experiences in Science classes, also evaluating, if possible, the results achieved regarding scientific literacy.

MEMBROS DA BANCA:
Presidente - Interno ao Programa - 1658927 - MAISA HELENA ALTARUGIO
Membro Titular - Examinador(a) Interno ao Programa - 1546618 - MARCELO ZANOTELLO
Membro Titular - Examinador(a) Externo à Instituição - TATIANA SCHNEIDER VIEIRA DE MOARIS - UNESP
Membro Suplente - Examinador(a) Interno ao Programa - 1619011 - MARIA CANDIDA VARONE DE MORAIS
Membro Suplente - Examinador(a) Externo à Instituição - Elaine Soares França 97060348620 - UFMG