Didactic sequence, supported by Project-Based Learning, in Science teaching, in dialogue with Freirean assumptions

Abstract

The teaching of Science, when performed in a theoretical way, usually fails to arouse the interest and motivation of students, becoming an inefficient process. Therefore, it is of paramount importance that educators know and make use of teaching strategies that stimulate interest and learning. Thus, this work presents a didactic sequence (DS), based on the methodology of projects with the Freirean assumptions, to favour the teaching-learning process of the contents of Natural Sciences, related to water quality, to students of the 9th grade of elementary school, whose efficiency was analysed by conducting a qualitative-nature case study in a class of 23 students. During the application of DS, it was possible to perceive greater engagement in classes and the acquisition of concepts about substances and mixtures, chemical elements, diseases related to the ingestion of non-potable water, among others. In addition, the presentation of the work in the form of seminars provided opportunities for the development of resourceful skills for public speaking and improvement of interpersonal relationships. This text also presents other evidence that the proposed didactic sequence favoured the learning of the components of the analysed group, allowing students to build scientifically appropriate knowledge, within their limits and possibilities, and that they could use this knowledge beyond the walls of the school.