Ação docente e oficinas interativas de ciências na educação básica: ensino de saúde, alimentação e ambiente em abordagem interdisciplinar

Abstract

Pedagogical workshops are characterized by the collective construction of knowledge and make it possible to integrate distinct types of knowledge using practical activities that encourage the involvement and participation of students. Its use as a pedagogical strategy to approach school knowledge in Science helps students act critically in their community and in everyday practical issues. The objective of this study was to understand the educational praxis of science teachers related to health, food, and environment topics and to develop an educational product with interactive workshops for elementary school. The relevance occurs in the context in which pedagogical activities related to the topics covered are developed separately by professionals from specialized areas. The methodology was qualitative in nature, with elements of action research. A survey and mapping of articles in periodicals was carried out; the application of a questionnaire to thirty-two teachers who taught science in basic education in the state of Rio de Janeiro; interview to validate/evaluate the educational product with five of these teachers; and application of a questionnaire to seventeen elementary school students participating in the workshops in 2023. Data analysis indicated that all teachers considered it important to address topics related to health, food and nutritional education and environmental care at school as they considered it the ideal space for carrying out these activities. The analysis also showed that twenty-one teachers had already held workshops relating health, food and environment to other disciplines or areas of knowledge. Twentyseven teachers responded that these themes should be developed in all school subjects and not just in science education. The teachers highlighted that health is a broad concept, going beyond the absence of diseases or issues related to hygiene and sanitation and involves physical, mental, social, and environmental well-being, and can be taught through problematizations, lectures with different professionals, workshops, and interdisciplinary projects. All participants understood that it was possible for the teacher to address the three themes. Regarding the difficulties faced, they highlighted the lack of initial and continuing training, the lack of teaching knowledge on the topic, indiscipline and little knowledge of students, lack of time and lack of structure to carry it out. The educational product consists of three materials and presents seven workshops with themes focused on health, food, and the environment. Five elementary education teachers validated it. Three teachers highlighted that the EP is an interdisciplinary material. The five pointed out that the material is explanatory, with well-structured workshops, suitable for elementary education, and with a theoretical framework that contributes to teaching updating. Three workshops were given to students, and they responded to a questionnaire after participating. The PE was evaluated positively by the participating students who indicated in the questionnaire their desire for interactive workshops to be held more frequently in school education. With the results of this study, it is expected to contribute to the production of knowledge about science teaching and health, food, and environment workshops at school.