A contação de histórias e o terrário como ferramentas nas aulas de ciências no estudo do ciclo da água

Abstract

We know that, for a long time, the culture of the people was propagated through storytelling. So, motivated by literary books, I thought to my course conclusion work, try to do storytelling paras students of a municipal school of Belo Horizonte, located at Regional Barreiro to stimulate dialogic argumentation and discursive interaction of groups of students the 5th year of elementary school. Were promoted, classes tales and building terrariums, where we could address issues concerning the living and non-living present in an environment and the water cycle. Initially, a pre-test to rise up the existing knowledge and to end a post-test was applied. Oral enrichment activities were developed, writing and illustrations, filling in forms and / or observations reports. The tale that has at its heart the awakening of fun and pleasure arise in this work as a methodological principle for the construction of knowledge in science classes. We intend to discuss the construction of knowledge in the educational field from storytelling and terrariums assembly for a significant learning of the students. This study is necessary in order to understand the storytelling at its core because, when we hear a story of imagination doors open, are offered numerous opportunities for cognitive, affective, and also favor interaction, participation and dialogical reasoning; as possibility of forming creative subjects, critical and independent to act in society. Thus we analyze the story as a principle for building science knowledge making considerations relevant to our study, analyzing it as a beginning and an enabling learning resource. Thus we understand that it is necessary that the teacher is aware of their actions, aiming really sharpen their students to be producers of new knowledge.