Science teaching in the early years with the support of Monteiro Lobato child literature
Children's literature is a textual genre that has a playful, attractive and imaginative character and is therefore widely used by teachers of the early years of elementary school to help children acquire reading skills, which provides enrichment of vocabulary. This support can be widely and unr...
| Principais autores: | Lana, Márcia Márcia Priscilla Castro, Silva, Fabio Augusto Rodrigues e |
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| Formato: | Artigo |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná (UTFPR)
2019
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| Acesso em linha: |
http://periodicos.utfpr.edu.br/actio/article/view/10448 |
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| Resumo: |
Children's literature is a textual genre that has a playful, attractive and imaginative character and is therefore widely used by teachers of the early years of elementary school to help children acquire reading skills, which provides enrichment of vocabulary. This support can be widely and unrestrictedly used in various subjects, such as in classes dealing with content related to the natural sciences. Thus, this paper aims to describe and analyze the process of teaching and learning science in the early grades of elementary school provided by an activity that used children's literature to work scientific content. This research had as subjects students from a public school in a city in the interior of Minas Gerais who were enrolled in the third year of elementary school and used short stories from Monteiro Lobato for the development of the activity. The speech shifts were separated in order to demonstrate by microgenetic analysis the changes in speech that demonstrate the playfulness, creativity and imagination mobilized by the stories and that were important to evidence evidence of science learning. This characteristic of arousing the imagination of literary products is conducive to the learning of science that in many contents requires abstraction to understand natural phenomena. It is noteworthy that Monteiro Lobato's work proved to be an important tool, as it was a cultural amplifier that allowed the construction of meanings by children. This activity was designed for the early years of elementary school but could be adapted to other levels of education. |
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