Creative learning and sustainable thinking in elementary school

an experience report

Abstract

This experience report investigated the feasibility of an interdisciplinary project entitled: “Types of rocks and the geological formation of the Iguazu Falls,” implemented in collaboration with the Learning Support Room (SAA) and 5th-grade students from the Professora Rosália de Amorim Silva Municipal School, Foz do Iguaçu, PR. The objective was to analyze the pedagogical activities developed, focusing on three of the twelve specific practices carried out, which established an explicit correlation between the Geosciences content (types of rocks and geological formation) and the key competencies for Sustainability. The curricular design was strictly aligned with the National Common Curricular Base (BNCC) and Sustainable Development Goal (SDG) 4 - Quality Education. Most of the teaching materials used consisted of recyclable waste collected by the students themselves, promoting environmental awareness. The theoretical framework mainly considered the contributions of Lundy (2007), focusing on optimizing the teaching-learning process and inclusion. Qualitative results indicated high student engagement and participation in the project, leading to a significant improvement in classroom climate, notably in respect for differences and understanding of individual difficulties. The class also showed a general increase in bimonthly averages and higher scores on the Paraná Test. A methodological approach based on projects, interdisciplinarity, and sustainability is plausible in promoting better learning outcomes.