HORTAS: UMA ABORDAGEM INTEGRATIVA ENTRE CIÊNCIAS, TECNOLOGIA E SOCIEDADE PARA O ENSINO DE CIÊNCIAS NOS ANOS INICIAIS

Abstract

With the advent of modernization, urbanization, and technological advancement, Brazilian education has undergone, over the decades, changes in various sectors and educational levels. Such changes require the teacher a new look at the process of teaching and learning. Among other possibilities emerges the use of gardens in the conventional system and in the hydroponics system as potentiators of the teaching and learning process in the initial grades of Elementary School I. This research aimed to teach science from the structuring of gardens in school spaces from a perspective of integrating approach between Sciences, Technology and Society. The methodology was based on qualitative research of an exploratory and interpretative nature. The activities were based on an integrative approach, which provides the articulation between the contents and the problems built during the activities. The research participants were students of the 3rd, 4th and 5th years of Elementary School I of a public school in the municipality of Guarapuava Paraná. Among the results found, the students' motivation, interest and sense of belonging in relation to the social function of the school is a fundamental factor in the construction of contextualized and meaningful learning, of critical scientific literacy dissociated from the appropriation of conceptual, procedural contents and attitudinal.