Teatro de fantoches como prática dialógica para conhecer o solo.

Abstract

The world is in constant transformation, as well as education and teaching. This way, considering the educational context it is needed to establish correlations between didactic materials, creativity and educational goals. Nowadays, school practices should promote the empowerment of learners with participatory and reflective activities, as proposed by Freire (1987) saying that “it is through an investigative teaching, provocative way that the student begins to think and reflect about the building knowledge process”. In this direction it is noticed that there is still much to do from the knowledge construction for sciences teaching, notably focused on practices that involve the arousing to the environmental conscience, especially for the soil resource, still little explored in textbooks and classroom activities. Our work emerges with the perspective of highlighting the relevance about insertion of education in soils for the debate on the dilapidation advance on natural resources, with emphasis on soil, which sustains life and it is still devalued, little understood and little addressed in school activities, with the objective of verifying the use of puppet theater as a methodological strategy to arouse the interest and participation of elementary school students about soil, improving the activities and teaching of the natural sciences. Our research was structured as follows: Introduction, Theoretical basis, Research methodological procedures, Analysis of results, Conclusion and References.