Filmes como recurso didático em uma perspectiva socioambiental amazônica no Ensino de Ciências no 4º ano do Ensino Fundamental

Abstract

The use of films as a didactic resource in the classroom, presents itself as an important ally of teachers to make teaching more attractive and motivating for students, we perceive in the films potentialities for the development of significant learning of Amazonian socio-environmental content in science teaching in the 4th year of Elementary School. Because we have this perception in relation to films as a didactic resource, we elaborated our scientific problem that raises the following question: What is the vision of the Amazon and the socio-environmental thinking that the films produced about the Amazon present and how can they be worked as a didactic resource in the classroom and in the science teaching in the 4th year of Elementary School in a public school in Manaus? Based on this problem, we formulate our general objective, which is: To understand the vision of the Amazon and the socio-environmental thinking presented by the films produced about the Amazon, and how these can be worked as a didactic resource in the teaching of Science in the 4th year of Elementary Education in Manaus Public School. The methodological procedures adopted were Qualitative Research, with a phenomenological approach based on Merleau-Ponty (2018), the techniques we used were on site observation, with the use of procedures as pedagogical workshops with the films “Tainá: uma aventura na Amazônia” and “Amazônia em Chamas”, as well as, we visited the school's green area. As for the instruments for data collection, we used the field diary, scripts, diagnosis with two questions, mental maps, cell phone to record voices, images and take pictures of the teacher and her 33 students. Data analysis took place in the light of Bardin (2016), due to its narrative character, contextualizing data analysis with the theoretical and practical approach to Science teaching. In our research, the results showed that there is a need for a self-reflection of teaching practice in relation to the Amazon, not of the Amazon itself, but of its representations, which we believe to be, a little more complex to teach in this stage of Elementary School. During the observation phase, it was found that the films were not used as a didactic resource in the classroom, however, in the applications of the pedagogical workshops, the data showed that the films “Tainá: uma aventura na Amazônia” and “Amazônia em Chamas” , awakened in the students a look at the existing relationships between human beings and nature and about the conflicts in the field between large landowners and small landowners, issues that should be better explored in the school context, due to their environmental, social, cultural, economic and political. With the mind maps, it was possible to develop the creative capacity of the students, through representations of their thoughts through drawings and small texts, which served to activate their subunits. We found that the discipline of Natural Sciences is a curricular component that contributes fundamentally to the discussions based on the Amazon and the development of socio-environmental thinking, thus allowing for a better exploration of the contents, as presented in the teacher's planning, so that students can access this knowledge scientifically in the school environment. Regardless of the way it will be approached, we suggest films as a didactic resource, organized in the form of pedagogical workshops. It is up to the teacher to select the appropriate material to the age of the students and the scenes according to the content, in line with the learning objectives that they aim to achieve, thus collaborating for the development of the socio-environmental skills of the students. As educators, we must take advantage of technological advances to contribute to the training of students. It is also necessary to invest in the continuing education of teachers so that they can use films as a teaching resource in the classroom.