Feira de ciências como estratégia pedagógica para auxiliar na aprendizagem no ensino fundamental: reflexões de um docente em formação inicial

Abstract

This study investigates the potential of Science Fairs as a pedagogical strategy for elementary school education, highlighting their contributions to meaningful learning for students and initial teacher training. The research, which took a qualitative approach and was conducted as action research, was carried out at a public elementary school in the municipality of Caucaia (CE), involving students in grades 6 to 9, teachers, and the school community. The study is based on the need to overcome traditional science teaching, focused on memorization, proposing active methodologies and project-based learning, promoting student leadership and scientific thinking. The Science Fair was organized in three stages: interactive lectures, development of scientific projects in groups, and presentation of the work. The results indicate that the Science Fair encouraged student engagement, stimulated creativity, cooperation, communication, and critical thinking, and brought science education closer to the students' reality. It is concluded that the Science Fair, when linked to the curriculum and active methodologies, is an effective tool for promoting meaningful learning in elementary school and enriching the initial training of teachers, making teaching more dynamic, contextualized, and connected to contemporary social and educational needs.