Investigação das percepções sobre sustentabilidade entre alunos de alunos iniciais: propondo um caminho possível para a alfabetização científica

Abstract

Currently, the enviromental issues are being highlighted all over the world and are generating discussions in the most diverse spheres of society. Against the emerging environmental crisis related to human actions, discussions about sustainability and sustainable development arise. The enviromental issues requires education for all, and it is essential to teach and learn so that sustainable actions can be praticed. The aims of the present study are to investigate and analyze the perceptions of early years students of elementary school on sustainability, and through these, propose strategies to sensitize students to sustainable practical attitudes, providing scientific literacy and the oportunity of change and expansion knowledge about sustainability. The investigation of perceptions, which involved forty five early years students in a public school, consisted of the application of a semi-structured questionnaire. Were realized the following activities: (1) conversation about sustainability practices and ecological corridors for bees; and reading of the book História da Turma da Mônica: Sustentabilidade; (2) visitation to the campus of UFSM-Palmeira das Missões; and (3) development of didactic material and ecological corridors for bees. The results evidenced that 38,2% of the students recognized the word sustainability, enphasizing informal places of learning. However, 30,3% didn’t recognized the word sustainability. Also, 29% of students atributted sustainability as human support and 47,6% didn’t know what sustainable practices are. For the evaluation of the proposed activities, it was requested to the students drawings that represented what they had learned, which demonstrated the potential of science teaching linked to scientific literacy, since no student mentioned unsustainable actions. The school must provide possibilities, based on the students previous knowledge and pedagogical practices that break the epistemologial barriers.