710
V. G. Assis da Silva et al.
intervention is planned. All of this allows the creation of a new perspective of the
reality.
In the context of extension, learning is provided through the interaction between
people and the social environment where they are embedded. The playful activities
have an essential role in this process. Activities in group developed by the University Extension Project “Baú de Histórias”, in turn, promote more interaction amid
individuals, which facilitate the teaching-learning process.
Having said that the playful actions are essential for the teaching-learning process,
the project uses the recycled materials and solid wastes as a pedagogical resource for
learning and cooperates to the sustainable development. Taking as a starting point
the importance of reusing materials for the construction of useful objects and the fact
that “the recycled material is something that brings the transformation mark because
it takes out of the context and gives the opportunity for unusual data that are produced
by the own material, as well as what we project in it”, the scrap becomes favorable
to be re-signified (Machado 1999 apud Melo et al. 2007). Besides that, the project
teaches the right way of discarding when the reutilization is not viable.
Through the re-signification, the scrap acts as a pedagogical resource, since that
“its use has substantially this purpose, in other words, to raise the range of creative
options in therapeutic relation, as of the communication principles” (Melo et al.
2007).
The SDGs are inseparable and complementary so the project acts indirectly in
favor of more than one SDG. But the one that fits best is ‘Goal 11—To make cities
inclusive, safe, resilient and sustainable.’. Similar actions may be reproduced with
the same objective, because from the performed interventions, there is a reduction
in the amount of scrap thrown. This intervention allows institutions to build together
a “Sustainable Network” with children from the different contexts. It contributes,
consequently, directly to the objective of SDG 11, which is to reduce the negative
environmental impact per capita of the cities until 2030, and it also gives more special
attention to the city’s residues.
In conclusion, children empowerment through the autonomy and the proper
importance given them may be a strong change agent in the operated contexts. The
project also presents an effective replicability potential, mainly due to the fact that it
has a low price of implementation, that may contribute for reaching the Sustainable
Development Goals brought in the UN Agenda of 2030.
References
Aguiar SO, Gomes ROA (2011) A Ludicidade Sob a Perspectiva da Aprendizagem Infantil. http://www.repositorio.ufc.br/bitstream/riufc/21139/1/2011_eve_soaguiarroagomes.pdf. Last
accessed 11/11/2018
Brasil (1990) Estatuto da Criança e do Adolescente. Câmara dos Deputados, Lei no 8.069, de 13
de julho de 1990. DOU de 16/07/1990 – ECA. Brasília, DF
Brasil (2003) Política Nacional de Humanização (PNH) – HumanizaSUS. Ministério da Saúde,
Secretaria-Executiva. Núcleo Técnico da Política Nacional de Humanização, Brasília
V. G. Assis da Silva et al.
intervention is planned. All of this allows the creation of a new perspective of the
reality.
In the context of extension, learning is provided through the interaction between
people and the social environment where they are embedded. The playful activities
have an essential role in this process. Activities in group developed by the University Extension Project “Baú de Histórias”, in turn, promote more interaction amid
individuals, which facilitate the teaching-learning process.
Having said that the playful actions are essential for the teaching-learning process,
the project uses the recycled materials and solid wastes as a pedagogical resource for
learning and cooperates to the sustainable development. Taking as a starting point
the importance of reusing materials for the construction of useful objects and the fact
that “the recycled material is something that brings the transformation mark because
it takes out of the context and gives the opportunity for unusual data that are produced
by the own material, as well as what we project in it”, the scrap becomes favorable
to be re-signified (Machado 1999 apud Melo et al. 2007). Besides that, the project
teaches the right way of discarding when the reutilization is not viable.
Through the re-signification, the scrap acts as a pedagogical resource, since that
“its use has substantially this purpose, in other words, to raise the range of creative
options in therapeutic relation, as of the communication principles” (Melo et al.
2007).
The SDGs are inseparable and complementary so the project acts indirectly in
favor of more than one SDG. But the one that fits best is ‘Goal 11—To make cities
inclusive, safe, resilient and sustainable.’. Similar actions may be reproduced with
the same objective, because from the performed interventions, there is a reduction
in the amount of scrap thrown. This intervention allows institutions to build together
a “Sustainable Network” with children from the different contexts. It contributes,
consequently, directly to the objective of SDG 11, which is to reduce the negative
environmental impact per capita of the cities until 2030, and it also gives more special
attention to the city’s residues.
In conclusion, children empowerment through the autonomy and the proper
importance given them may be a strong change agent in the operated contexts. The
project also presents an effective replicability potential, mainly due to the fact that it
has a low price of implementation, that may contribute for reaching the Sustainable
Development Goals brought in the UN Agenda of 2030.
References
Aguiar SO, Gomes ROA (2011) A Ludicidade Sob a Perspectiva da Aprendizagem Infantil. http://www.repositorio.ufc.br/bitstream/riufc/21139/1/2011_eve_soaguiarroagomes.pdf. Last
accessed 11/11/2018
Brasil (1990) Estatuto da Criança e do Adolescente. Câmara dos Deputados, Lei no 8.069, de 13
de julho de 1990. DOU de 16/07/1990 – ECA. Brasília, DF
Brasil (2003) Política Nacional de Humanização (PNH) – HumanizaSUS. Ministério da Saúde,
Secretaria-Executiva. Núcleo Técnico da Política Nacional de Humanização, Brasília