SCIENCE EDUCATION THROUGH CHILDREN’S LITERATURE: AN ANALYSIS OF PEPO THE LITTLE HORSE

Abstract

In this article, we analyze the formative potential of the book Pepo: o cavalinho que nasceu do coração by Ramos (2010) for Science teaching in the early years of Elementary School, considering how the literary narrative can mediate the construction of initial scientific knowledge. Our aim is to understand how the work can contribute to the development of skills such as observation, curiosity, comparison between living beings, and recognition of biological diversity, in accordance with the guidelines of the BNCC (2018). Using a qualitative approach of bibliographic and documentary character, we examined the narrative and identified elements that dialogue with fundamental scientific concepts, such as external characteristics of animals, ways of life, developmental stages, and relationships between body and environment. The analysis revealed that children’s literature, when articulated with clear pedagogical objectives, constitutes a powerful resource to support the teaching and learning process in Science—especially within the area of Natural Sciences—by integrating imagination, sensitivity, and investigation. Based on these findings, we developed an integrated didactic proposal that combines shared reading, animal classification, life cycle analysis, scientific discussion, and final production by students.