Literatura infantojuvenil e estratégias lúdicas na educação midiática sobre mudanças climáticas no Ensino Fundamental I

Abstract

The intensification of climate change and the growing circulation of information in digital environments have directly impacted the way children build their perceptions about socio-environmental issues. In this context, the presence of climate-related disinformation and fake news highlights the need for educational strategies that promote, from the early years of schooling, the development of critical thinking and conscious reading of the media. Thus, media education, articulated with pedagogical methodologies appropriate to childhood, presents itself as a relevant path for the formation of more critical and informed students. In view of this problem, this study sought to answer the following research question: how can the use of a children's literature book associated with reading, gamification, discussion and creative expression activities contribute to the strengthening of critical media education and to the understanding of climate change among students in the 5th year of Elementary School? The general objective of the research was to analyze how the students of the 5th grade of the Julia Guerreiro Rocha School build their understanding and interpretation of media information related to climate change, from the use of children's literature associated with playful pedagogical strategies, such as educational games and artistic expression activities. The present research is configured as of an applied nature, with a qualitative approach, being classified as descriptive, being developed in a public school in the municipality of Capanema-PA, with the participation of 5th grade students. The methodological procedures involved the application of the pedagogical dynamic "Pyramid of Knowing", pre and post-diagnosis questionnaires, dialogued expository class, validation of the children's literature book Capitão Mídia and the Young Guardians in the fight against disinformation at COP 30, in addition to artistic expression and gamification activities. The data analysis was based on thematic analysis, according to Bardin, considering the productions, perceptions and interactions of the students throughout the stages of the research. The results indicated that the students already had initial knowledge about climate change and media education, but with conceptual gaps and vulnerability to misinformation. After the pedagogical intervention, it was observed a greater understanding of the concepts worked, an increase in the ability to question media information and high engagement in the proposed activities. Children's literature, combined with playful strategies, proved to be effective as a pedagogical mediation, favoring active participation, critical reflection and the construction of meanings by students. It is concluded that the articulation between children's literature and playful pedagogical strategies contributes significantly to the strengthening of critical media education and to the understanding of climate change in the early years of Elementary School, configuring itself as a relevant educational practice for the formation of critical subjects, aware and committed to contemporary socio-environmental issues.