A BNCC e as práticas de ensino docente para a temática ambiental no ensino fundamental I: ciclo hidrológico

Abstract

The work presents the development of competences and skills in the teaching- learning process of the hydrological cycle knowledge object in Elementary School I,

with a view to highlighting the potential of teaching practice in favoring meaningful learning. In this direction, it was essential to know the National Curricular Common Base (BNCC), a guiding document for the proposal of Brazilian education curricula. In view of the above, the general objective was to verify elements of the pedagogical proposal of the BNCC for the teaching of the hydrological cycle knowledge object from the curricular components Portuguese Language, Mathematics, Geography, History, Science, Arts, Physical Education and Religious Education and Physical Education from the 5th (fifth) year of elementary school I. The method used was the case study, the methodological approach was qualitative, with the use of strategies of document analysis and participant observation. The operational procedures took place in two moments: (1) Analysis of the Course Plans and Teachers' Class Diary of the curricular components of the 4th and 5th year of Elementary School I, in the year 2021; (two). Based on the investigation, a workshop was held with teachers for the elaboration of a Didactic Sequence based on the ten General Competencies of the BNCC and on Goals 4 and 6 of the Sustainable Development Goals - ODS. The results were organized into categories, which showed that there is a strong relationship between the meaning offered by the student to the content taught in class, and the teacher's attitudes. In addition, the research pointed to a teaching that needs more sensitizing tools on the water issue, which stands out from the expository classes, restricted to the constant use of printed activities and the use of textbooks. The educational product is presented in Annex 1, the Interdisciplinary Didactic Sequence. In conclusion, there is a need for improvement for innovation in

the teaching-learning process in Elementary School, which culminates in reflection- action-reflection on the importance of the hydrological cycle and the entire

environment. Thus, to allow the involvement of everyday knowledge with the scientific, to result in meaningful learning, capable of transforming the student's life from his experience.