AMAZON NON-FORMAL SPACES AS PREVIOUS ORGANIZERS OF LEARNING IN SCIENCE TEACHING
Keywords:
Non-formal spaces, Previous organizers, Science teachingAbstract
Science teaching in non-formal spaces opens possibilities for the articulation between local knowledge and scientific knowledge with a view to meaningful learning. This article presents the results of a qualitative research with the objective of analyzing, from the perspective of meaningful learning, how local knowledge can become organizers of scientific content learning in the final years of Elementary School. The data were obtained through systematic observation and bibliographic research and were detailed through triangulation. Epistemologically, we sought foundations in the Theory of Meaningful Learning (TAS) from Ausubel (2003) and Moreira (2016), and in theoretical contributions from research around Science Teaching, particularly from non-formal spaces such as: Terán and Santos (2014), Chassot (2018), Ghedin (2012). The results obtained indicate that the informal spaces that exist around the school can become prior organizers of the learning of Natural Sciences content, promoting the interaction between the students' prior knowledge to more efficiently dialogue with scientific knowledge. As a result of the results, with the aim of contributing to the Teaching of Sciences in Amazonian contexts, possibilities of dialogues between the local knowledge of 6th and 7th grade students and contents of the Natural Sciences discipline in line with the Common Curricular Base (BNCC) and the Amazonian Reference Framework (RCA) are indicated.
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