Memórias de um rio vivo: intersecções entre literatura, ensino de ciências e abordagem CTSA em uma comunidade ribeirinha do norte do Espírito Santo.

Abstract

This article aims to highlight the development of science education with elementary school students in a riverside community in Espírito Santo, Brazil. The formative axis of this research is based on the CTSA approach (Science, Technology, Society, and Environment), and its methodology is structured around the Three Pedagogical Moments – initial problematization, organization of knowledge, and application of knowledge. The proposal emerged from the student’s lived experiences and their articulation between scientific and artistic knowledge, with an emphasis on storytelling and illustration. Inspired by the environmental impacts in their territory, the students created a collective book entitled ―In the Waters of the Cricaré River: memories of a Living River‖, proposing creative solutions for environmental preservation and collective care. This research experience highlights the power of literary writing in childhood and proposes this practice as a tool for critical learning and deeper engagement with science education and environmental awareness.