THE ACTIVE SOLIDARY LEARNING METHODOLOGY IN A SCHOOL PROJECT

Abstract

This article analyzes the school project "From Garbage to Playfulness: Inventions and Constructions of Recyclable Toys," developed at EMEF Maria Luiza Bello da Silva, with the objective of strengthening student protagonism through the active methodology of Solidarity Learning and working on environmental awareness. The project encouraged students from 1st to 5th grade to build toys from recyclable materials, aiming to develop cognitive and motor skills, in addition to engaging them in sustainable practices and social responsibility. Emphasizing collective knowledge, collaboration, and community interaction, the project has established itself as a transformative teaching practice. The methodology adopted was descriptive and exploratory, with a qualitative focus; For data collection, participant observation and focus groups were used, capturing perceptions and attitudes of the participants throughout several stages. These stages included environmental awareness workshops, collection of materials and construction of toys, culminating in the creation of an itinerant toy library that encouraged solidarity donation and the reuse of resources. The results indicate that Solidary Learning enhances practical learning and strengthens the integral development of students, forming critical, collaborative citizens who are aware of their role in society.