Práticas sustentáveis no ensino de ciências: compostagem e gamificação como estratégias investigativas para o desenvolvimento de eco hábitos

Abstract

This study analyzes the integration between composting and gamification as investigative strategies for promoting sustainable practices in the school context, focusing on the development of eco-habits in elementary school students. It is a qualitative study of a descriptive nature, configured as a report of pedagogical experience, developed through an Investigative Teaching Sequence (SEI) in an 8th-grade class at a public school. Composting was adopted as the structuring axis of the proposal, enabling the problematization of the fate of organic waste, the observation of natural decomposition processes, and the construction of knowledge related to nutrient cycling and sustainability. As a strategy for systematizing learning, the educational game Composting Trail – Small Actions, Big Transformations was developed and applied, promoting student engagement, collaborative interaction, and the consolidation of scientific concepts worked throughout the investigation. The results showed greater student participation in the practical stages, increased critical reflection on sustainable practices, and gradual incorporation of eco-habits into everyday school life, such as proper waste separation and the reuse of organic matter. It is concluded that the articulation between Inquiry-Based Science Teaching, composting, and gamification constitutes a promising pedagogical approach to promote meaningful learning, strengthen student agency, and encourage environmentally responsible attitudes in the school setting.