Ciclo da água: uma abordagem lúdica para o ensino de química no curso normal

Abstract

This dissertation presents the implementation of an innovative educational resource that uses theater as a pedagogical tool, developed by a third-year class of a teacher education program. The theatrical play addressed the water cycle, sustainability, and scientific literacy, integrating concepts from science, arts, and environmental education. The main objective was to promote the understanding of scientific processes in a playful and interactive way, while also developing socio-emotional skills such as communication, teamwork, and creativity. In addition, the project sought to raise students’ awareness of the importance of water resource conservation and sustainable practices, contributing to the development of a critical and responsible environmental consciousness. The project also aimed to strengthen scientific literacy by enabling students to interpret and apply scientific knowledge in different contexts. The methodology involved the active participation of students in the creation and presentation of the play. The script, scenery, and costumes were entirely developed by the students, providing a rich and engaging learning experience. The students represented the different stages of the water cycle while exploring themes related to sustainability and environmental conservation. The results showed an increase in student engagement and motivation, as well as an improvement in the understanding of scientific concepts. Ultimately, this study demonstrated the effectiveness of theater as an educational resource, offering an innovative pedagogical strategy that contributes to the comprehensive development of students.