Use of brush robot for the initiation of children of the 5th year of elementar school in the scientific letter

Abstract

It is believed that the process of initiating children in scientific literacy interferes intimately with the formation of adults capable of "doing science", ie citizens who understand the importance of criticism, curiosity, discoveries, experiments and creation. The present research investigates the possibility of inserting the process of scientific literacy from the 5th year of elementary school, arousing curiosity for science through thoughtful activities, problem solving and exploration of natural phenomena. For the progress of this research, a case study was carried out in Lorena, in a private school, with students of the 5th grade of Primary Education as a target audience, using Project-Based Learning (ABP) as their teaching methodology. In the course of the present work, its observed the discussion about concepts of arts, mathematics, science and physics that are not present in the 5th year curriculum, however, the students demonstrated ease in their comprehension, since they were presented contextually and motivating. Analyzing the collected data it was verified that pedagogical tasks associated with instigating proposals should be used at all levels of education, since they arouse curiosity and emerge protagonism of each student.