Sequência didática sobre consumo consciente e fontes de energia nos anos iniciais: Possibilidades com o uso de lapbook

Abstract

This work presents the development and application of a didactic sequence for teaching Science in the early years of Elementary School, based on the integration of the Science, Technology, Society and Environment (CTSA) dimensions. The proposal uses the lapbook as a teaching resource, encouraging the autonomous construction of knowledge by students, from a perspective that values dialogue and reflection. The sequence is centered on the theme "conscious consumption and energy sources", selected for its environmental and social relevance. The main objective was to promote scientific literacy, encouraging students to interact with the world in a more reflective and conscious way, through practices that articulate theory and real experiences. The evaluation of the proposal included observation records, questionnaires and analysis of student productions. The results showed that the CTSA approach, together with the use of the lapbook, favored the development of a contextualized understanding of the topics covered, in addition to stimulating environmental awareness and a sense of social responsibility. The study highlights how dialogical educational practices, aligned with teaching resources such as the lapbook and the CTSA approach, can enrich Science teaching, contributing to the engagement of students and their formation as reflective subjects committed to contemporary environmental and social issues.