Linguagem e suas implicações na compreensão de conceitos sobre Educação Ambiental: perspectivas de aprendizagem na Educação Infantil

• DOI: https://doi.org/10.22533/at.ed.5492405027

• Palavras-chave: Linguagem, compreensão de conceitos, Educação Infantil

• Keywords: Language, comprehension of concepts, Child Education

• Abstract: This article aims to identify the contributions of language and its implications on the comprehension of concepts about Environment Education (EE) in Child Education. To that purpose, the research presents a qualitative approach, involving participant, bibliographic, and field research, with emphasis on the development of a didactic sequence, relating drawing activities and discursive interactions in the classroom through brainstorming, aligned with Social Constructivism Theory (Lev Semenovitch Vygotsky – Development zones: Real, Potential, and Proximal). Therefore, in face of the performed activities, it was identified that language configures an instrument to promote interactions, dialogues, the connection of ideas, and learning since it created possibilities for the students to have a reading and comprehension of the world by associations that were built through the closeness and contextualization of representations of Science concepts in their everyday.