Quando o jogo vira formação: uma prática com ciências e matemática na pré-escola

Abstract

This study investigates the use of a game as a strategy for teaching solid waste concepts in preschool education. The research was sparked by the children's curiosity about garbage and their strong interest in games. Structured into seven sections, the study adopts characteristics of Narrative Inquiry, linking the author's personal journey with her current and future teaching practice, and seeks to answer the following question: “How can a game intentionally designed to address the topic of solid waste contribute to the continuing education of a preschool teacher?” Data were collected through a field journal, photographic records, portfolios, and journals produced by the children. The theoretical framework includes historical and legal milestones of Early Childhood Education, discussions on the teaching of Science and Mathematics to young children, as well as the potential of games as pedagogical tools. As an Educational Product, a board game in the format of a trail was developed, integrating concepts of Environmental Education, numerical representations, and geometric shapes. The initial literature review, conducted via the eduCapes portal, revealed a scarcity of materials on this topic for this age group. The data analysis showed that teaching strategies can support the approach to complex topics, such as solid waste, and contribute to the development of mathematical and civic competencies. The implementation of the game required coordination with complementary activities, which strengthened the understanding of the educator’s role as the organizer of teaching processes. The results indicate that the research led to changes in teaching practice and resulted in an Educational Product aligned with the principles of critical Environmental Education.