AMBIENTAÇÃO FISÍCA, HUMANA, PEDAGÓGICA NA ESCOLA E O USO DE

Abstract

The Institutional Program for Teaching Initiation Scholarships (Pibid) is a federal government action that aims to provide undergraduate students with a practical approach to the daily life of public elementary schools and the context in which they are inserted. Thus, it has been developed by the students of the Faculty of Human Sciences of Sertão Central to develop tools and teaching methods that help in mitigating the difficulties presented in the school space, specifically in the context of science. Thus, this article aimed to present the results obtained through the Program that is being developed in two phases: the first called ambiance and the second defined by the intervention and realization of playful tools. During the observation phase in elementary schools, Pibid fellows were directed to understand how each sector of the school works, the interaction between them, and how the school physicist can contribute to the teaching process. Students The fellows also had a period in the classroom with the teacher to observe the methodologies used by the teacher, and their efficiency in student learning. Soon after, with the help of teachers, they created playful tools based on science-specific content, and began using these tools as a teaching medium in grades 6 through 9, thus giving students the opportunity to broaden their knowledge and skills. Develop new cognitive and motor skills. Through two playful samples presented, it was realized how effective is the use of this medium to assist students in learning the content, as well as to break paradigms about science, taking that idea of being something boring or difficult to learn, showing that Often the way you teach makes a difference in the concept students will have for a given content. It was also observed that often what is lacking is the good use of teaching resources experienced by teachers in the classroom, thus managing to arouse the interest of students not only for the subject matter, but also for learning as a whole, regardless of the subject exposed.