School vegetable garden: broadening the context of socio-scientific issues in the initial years of Elementary Education

Abstract

This article presents the results of research of a professional master's degree, with a qualitative methodological approach, with an interpretative nature, with participant observation developed with 24 children of the 3rd year of elementary school in a municipal school. The objective of the research was to investigate the contributions that the context involving the school garden provides to socio-scientific discussions in the phase in which the child learns to read and write. Initially the theoretical discussions that support this study are presented. The development of the activities was guided by didactic sequences that contemplate the protagonism of children and talk wheels. The results indicate that children have a critical and attentive look at social issues related to the development of science and technology, and that the work of the teacher must include the child in the decision-making processes, sharing responsibilities and exercising training for citizenship.

Keywords

• ciência – tecnologia – sociedade
• horta escolar
• ensino fundamental