Horta escolar no ensino de ciências : uma ferramenta multitemática

Abstract

The science discipline has an important role in the student's life, since it brings scientific contents that are explained in the classroom, about scientific events inserted in the current world, and that make them a critical citizen. In this sense, it is necessary to know which knowledge can be acquired in different ways and make it more practical and active in the reality of students. Thus, to develop a pedagogical activity with didactic material which goes beyond the traditional classroom, it is necessary to plan a didactic sequence with the activities will be developed. According to some authors, didactic sequence is a set of ordered, structured and articulated activities for the accomplishment of certain educational objectives, in addition to being an important methodological tool for the construction of knowledge. Therefore, the objective of this study is to subsidize didactic practices for the teaching of Science using the school vegetable garden as a multi-thematic tool to stimulate the interest of students in science classes, and make it more profitable by linking theory with practice. This work has as methodology the qualitative analysis based on bibliographic research, interpretative analysis of data and use didactic sequence for science teaching. The present research was based on the qualitative research methodology, which is characterized as investigations that cover the planning and promotion of interventions with the purpose of improving learning processes, with the possibility of evaluating these interventions. Then, through this paper is concluded that the school vegetable garden can be a multi-thematic tool which helps in the effective learning of the science discipline through theory and practice, bringing students' awareness about agroecological production, a pesticide problem, use of sustainable practices, nature protection and understanding of curriculum topics.