Games como estratégia de ensino e aprendizagens na abordagem do tema água na perspectiva da Educação Ambiental no 6 º ano do Ensino Fundamental

Abstract

This research’s object was to study games as teaching and learning strategies with the water as theme from the perspective of critical Environmental Education, developed in a private school in Feira de Santana, Bahia, with teachers who work in the 6th year of Elementary School. The general objective of this reaseach was analyzing the didactic-pedagogical potential of using games, in approaching the environmental Water’s theme, in 6th year elementary school classes. Therefore, I opted for a qualitative research approach and took the theoretical-methodological aspects of collaborative research as inspiration. When immersing myself in the field, I chose questionnaires research devices, workshops and conversation circles. And as a theoretical basis it is supported by studies by Moratori (2003), Santos and Toshi (2015), Bacich and Moran (2018), Menezes and Miranda (2022), among others. The study revealed that games can contribute to students' learning as they are a strategy that contributes to the development of attention, which motivates them to participate in class due to the reward system and the competition process. We also reinforce that the dynamics of group work is extremely positive, as students share information to respond to the activities of each game, and these interactions tend to contribute greatly to the learning process. Furthermore, the information presented in each game was covered in understandable ways, favoring the understanding of each topic covered. As an educational product, a website was created, which presents the games that were developed during the research, with information on how to play and guidance on approaching the environmental Water’s theme for Portuguese, Mathematics, Science, Geography and History subjects, in addition to a list of suggested sites for creating games, as well as sites that already have ready-made games on the research topic. We conclude, then, that it is very important to discuss the water as environmental topic in schools due to the contemporary environmental crisis, in order to develop critical thinking in students and the skills to solve real this problems in society. Finally, we highlight the importance of teacher qualifications and how it is possible, in an interdisciplinary way, to hold discussions on environmental topics, promoting student involvement.