O Rio Uruguai como tema de contextualização integrador: estratégias pedagógicas interdisciplinares aplicadas ao ensino

Abstract

This work is the result of a collective work that aims to collaborate with the improvement of educational processes through the contextualization of reality. In order to contemplate this perspective, the use of the Uruguay River Theme was chosen because it is an ecosystem of great relevance for Rio Grande do Sul, participating in various social, cultural, economic and environmental aspects. In this way, and based on previous works, it was possible to see that the Uruguay River theme is very interesting in the process of scientific literacy, allowing the students of Basic Education a greater interest in study and research. Thus, it is believed that from an initial problematization followed by a process of contextualized theorization, the formal contents of the curricular components can be inserted in a didactic, playful and articulated way, promoting the construction of new knowledge in a dialectical movement, breaking paradigms and contributing to the formation of social actors capable of transforming actions. In this sense, the present work is divided into two units, where chapters are initially presented that situate the educator in the importance of processes such as contextualization, interdisciplinarity, problematization, playfulness and the Uruguay River itself with thematic and in a second moment are presented in the form of chapters, some pedagogical strategies and activities based on playfulness and didactic games to be applied in Basic Education and that use with theme of application the river Uruguay in an interdisciplinary perspective. Finally, we express to all our readers our desire to collaborate in this complex and fundamental task of teaching.