SCIENCE FAIR AS A PEDAGOGICAL STRATEGY IN ACTIVE AND INTEGRAL TRAINING IN THE INITIAL GRADES

Abstract

INTRODUCTION: Traditional teaching in Brazil still favors the passive absorption of content, reducing the student's protagonism. In contrast, the sociointeractionist approach advocates the active construction of knowledge through interactive practices, such as Science Fairs. OBJECTIVE: To evaluate the satisfaction of elementary school students after participating in an interactive educational action, using the Science Fair as a strategy for teaching the male and female reproductive systems. METHODS: A survey was carried out using self-administered questionnaires by students from the 1st to 5th year of elementary school I, aged between 6 and 14 years old, in a municipal school. Quantitative and qualitative data were analyzed using tabulation in Microsoft Excel (version 2024) and methodological triangulation. RESULTS: 162 questionnaires from six classes were analyzed, considering the distribution by school year. The data indicate preference for the Anatomical Games Station, while the Body Hygiene Station, which involved bathing dolls, had lower participation. However, opinions varied, demonstrating divergent perceptions among students. DISCUSSION: The results show a high level of satisfaction, reinforcing the positive impact of the Fair on learning and interest in health sciences. Furthermore, the findings guide improvements for future editions and point to the potential for expanding the project to other public schools. CONCLUSION: By promoting interaction between different educational agents and stimulating learning in an active and collaborative way, the Science Fair breaks with traditional education standards and satisfies students' expectations.