Ensino interativo e recursos hídricos: um manual baseado em metodologias ativas como proposta para o ensino fundamental

Abstract

This dissertation, linked to the National Network Graduate Program for Environmental Science Education (PROFCIAMB), addresses the pedagogical gap in the articulation between scientific knowledge about Water Resources and educational practice in Elementary Education. In this context, it proposes the development of a Manual entitled "Interactive Teaching and Water Resources," based on Active Methodologies and the use of Digital Information and Communication Technologies (ICTs) as a mediating resource in the teaching-learning process. The study is aligned with the principles of Historical-Critical Pedagogy and Problem-Posing Education, seeking to contribute to more contextualized and participatory pedagogical practices. The methodology adopted is characterized as action research, with a qualitativequantitative approach, involving the application of the Manual in a class of 34 elementary school students. Data collection was structured using instruments that address aspects related to the usability of the resource and its contribution to the pedagogical context, organized into different analytical dimensions. In addition, activities developed in the school environment and in the field were included, with the aim of integrating theory and practice in the educational process. The research also includes the analysis of student work as a way to understand the processes of knowledge construction. The application context involves a school located near a local water resource, favoring the use of the space as a learning environment. Thus, the study seeks to strengthen educational practices external to environmental issues in basic education.