Sustentabilidade no ensino de ciências: anos iniciais do ensino fundamental

Abstract

The school must seek sustainable actions that guarantee the student's socioemotional development, understanding the need for students to learn about practices aimed at nature conservation from an early age. In this sense, the work seeks to investigate how sustainability practices are developed in science classes in the initial grades of elementary school. A priori, 21 articles from the period 2016 to 2023 were selected and 5 of these were analyzed. Analysis of the articles indicated that the knowledge acquired through the sustainable practices developed was a motivating tool for children's learning, since some of the students do not know the concept of sustainability. Furthermore, approaching the topic in a contextualized way in the classroom can expand knowledge about respect and care for the environment. Thus, in the analyzed published works, the authors were concerned with developing activities that involved the student in environmental issues in a sustainable way to transform the individual into a subject aware of their actions, contributing to a more critical and sensitive generation about the actions that promote sustainability. Therefore, the study contributes to reflection on deepening the subject in the classroom, especially in science teaching