A Prática pedagógica da feira de ciências integrada aos componentes curriculares do ensino fundamental II na escola Família Agrícola Santa Ângela (EFASA)

Abstract

The Escola Família Agrícola Santa Ângela (EFASA) has a differentiable target audience, the student who lives in the countryside, and, because of this, it has a different perspective about the teaching form on curricular components of science to this public. Inthis context, the work aimed to describe the realization of the science fair at the EFASA school, to investigate the impact of the science fair, and its contributions to the teaching-learning process through the activities developed in this fair. The questionnaire online was applied through WhatsApp. After we elucidated and obtained the students' signatures in Informed Assent Termand Informed Consent Term only of their respective legal Guardians, students answered the questions. The data were arranged in graphs and tables. The students' responses were decisive for verifying that science fair can contribute positively to an experience of sciences acquiring knowledge, and it also was as a practical activity characterized. The results showed that the studentshave acted in a joined and organized way to pass on, produce and obtain knowledge during the science fair. Thus, the science fair could be a pedagogical strategy of teaching in science because it would provide practical, contextualized, and interdisciplinary learning among academic subjects of natural science, geography, and mathematics.