Professor Rosa Maria Mesquita Supper
site Edutran
The project Bi-Bi Fom-Fom it constitutes a series of didactic-pedagogical actions contemplating traffic education and attending Kindergarten and Elementary Education (1st and 2nd cycles).
It is advisable that such actions take place during the National Traffic Week. Despite our orientation, it is worth remembering that education must be continuous, therefore, all opportunities related to the topic must be prioritized, regardless of pre-established times.
Target Audience: Students from the segments of the school system: Kindergarten and Elementary Education.
Problem-Question: Relationship between the school community and traffic.
In the daily lives of students and the entire school community, whether urban or rural, there is the issue of the relationship between the population and traffic, which is not always balanced.
Several campaigns take place in order to educate vehicle drivers and pedestrians, however, they are not enough to materialize the formation of citizenship and proper behavior in traffic. The process must be continuous and emerges as an educational issue in the sense of training adults aware of their rights and duties in relation to traffic.
The text of Art. 76 of the Brazilian Traffic Code (CTB) provides:
Traffic education will be promoted in preschool and 1st, 2nd and 3rd grade schools, through planning and coordinated actions between the agencies and entities from the National Traffic and Education System, from the Union, from the States, from the Federal District and from the Municipalities, in their respective areas of activity.
Therefore, this project meets the aspirations of the school community and the government's proposals.
Having as motivation the determination of the law associated with the feelings of improvement in the quality of life of the school community and, mainly, the training conscientious citizens, the project proposes, through its pedagogical objectives, to achieve a harmonious relationship between students, teachers, assistants and direction of the schools involved in order to ensure the quality of urban life and environments through which people and vehicles.
Educating and training conscientious citizens in light of fair values and beliefs means building a dignified society aware of its role in human history.
Build knowledge of the essential principles of traffic safety with students, educators and the community, making them aware of the the importance of maintaining their physical integrity and that of their peers, when using public roads, becomes essential in nowadays.
It is within these purposes that this project will be developed.
Educating for traffic through obtaining knowledge of issues related to problems involving the relationship between man and traffic.
The methodology to be indicated in the implementation of the project may change as it develops, that is, according to the needs of each school segment, it can be adjusted in light of the evolution of pedagogical actions. However, a line of work and thought must be followed in relation to didactic and pedagogical actions.
All proposed activities must be carried out during the classes related to regular subjects, each one will serve basis for the development of activities, for example: the Portuguese language will work with the written production of activities; Artistic Education will be responsible for meeting the needs of graphic production; Geography (Social Studies) to develop urban and environmental themes; the Science discipline will give consistency to issues of health, physical and environmental integrity; Mathematics will support the preparation of tables, graphs and data processing; History (Social Studies) will provide subsidies, through its methodology, of document records and the evolution of facts over time; Informática will provide resources to enable editing of texts, graphics, images and research; finally, all disciplines will be integrated in order to build knowledge related to traffic.
The pedagogical approach to be recommended is the constructivist line, as this is the one that provides greater active participation of the educating in the process of obtaining knowledge, maintaining an exchange relationship with their educator and other fellow students. class. Thus, you can build new concepts and relate them to concepts already built, applying them to new situations. In the case of traffic education, these principles are fundamental, because they meet the proposed objectives.
To achieve these goals, it is recommended to use different strategies, one for Early Childhood Education and the other for Elementary Education. Therefore, they will be two different blocks as long as they are not exclusive.
In the Early Childhood Education segment, teaching strategies such as: storytelling, music, experiences in “Roda de Conversas”, graphic production of the themes worked on in the previous activities with the exhibition of the work done and, finally, games and games contemplating the concepts of spatiality, expression and body movement as active agents respecting the Traffic.
In the Elementary School segment (1st and 2nd cycles) the work will be subdivided into two parts: the 1st cycle will have two basic activities under its responsibility: that of interpreting the traffic signs for other members of the community, using graphic representation with meaning of the signs that are part of their daily lives and production of leaflets (small texts with graphic representation) warning about the consequences of lack of respect for signage, with the purpose of culminating in an educational campaign involving the entire school; the 2nd cycle will be responsible for preparing a police report (Bi-Bi Fom-Fom Diary) on the facts related to traffic experienced by people in the community and the elaboration of a Traffic Code, where they can list rules of conduct for pedestrians and vehicle drivers. This document will be based on the CTB's guided research.
As a complement, parallel events should take place at the school on the occasion of a culmination, including: visit by traffic authority, which can be a street guard, in which students can ask questions related to the project; exhibition of works from the Early Childhood Education segment; lectures or testimonies from professionals involved in driving vehicles on public roads, making a mural with the main traffic signs worked and dissemination of leaflets prepared by students of the 1st cycle of education Fundamental; exposure and presentation of the police report and the Code carried out by students of the 2nd cycle of elementary school.
For the project to develop satisfactorily, it will take at least two weeks, and the culmination of the project should take place on the occasion of the National Traffic Week (18th to 25th of September).
Another schedule option would be the development of the project in which the activities would be diluted throughout the year in line with the other areas of knowledge, applying the transversality suggested in the PCN, which would cover the themes related to traffic in every opportunity to build knowledge of the contents specific.
Note: In this option, the transit theme would be an inherent part of the contents, therefore, it would be inserted in the content of each knowledge area. Whichever option the school chooses, there must be a culmination on the occasion of the National Traffic Week.
Within the schedule options, the project will always use the same activities, with the option of schedule where development is concentrated in two weeks, they should be systematized in this time course. In the second option, the activities will be systematized at times when pedagogical actions allow the insertion of topics related to traffic.
In both options, a week should be dedicated to the presentation of papers, lectures, campaigns, etc.
Activities by segment:
In the first classes, activities should be developed exploring the following problem situation:
Bi-bi, fom-fom – The street has a car and we have to cross.
From this phrase, activities are developed that will explore the child's prior knowledge of the environment road and in which their identity and autonomy, in relation to the highlighted environment, are objects of verification and motivation to work on the knowledge acquired and that which they wish to acquire.
Some didactic-pedagogical strategies can be suggested: reading the sentence in a conversation circle, collecting information (experiences) from each child; observation of figures with streets, identifying its elements and arousing people's curiosity about the street's function; guide the construction of the child's knowledge as an integral part of this environment.
In a second stage, taking advantage of what was discussed and negotiated with the children, activities that will privilege the graphic production of the experiences told in the round of conversations: introduction of horizontal signs when crossing streets and the importance of signs with the meanings of figures and Colors. To enable the valuation of signs, tasks are performed through games and games, working with perception, movement, space, the concept of intensity etc., using the children's bodies and the classroom space itself to simulate situations.
Suggested Activities:
The activities must be motivated by the phrase Bi-Bi Fom-Fom — The street has a car and we have to cross.This sentence will serve as a starting point (problem-situation) for any activity, and at the end of the project the children must have built a knowledge that allows them to know under what circumstances they might go through a road.
Comments
You can develop the same type of work, and writing must be introduced in all activities developed.
The phrase that served as motivation must permeate the entire development of activities, as well as the conclusion. It is evident that, at the end of the activities, an assessment must be carried out with the children in order to achieve the project's objectives, which is traffic education, more specifically in this segment, that of creating procedures for crossing streets, according to traffic rules to preserve the physical integrity of pedestrians and drivers. vehicles.
Assessment: If these procedures emerge as constructed knowledge, it is because the objectives have been achieved. If not, it should be verified, with the children, what measures should be taken so that knowledge of these procedures is built. In this case, the educator has a primary role of having in hand the entire development of the project stages and verifying where the failure occurred, and starting the reconstruction of knowledge from it. It is advisable that this action be perceived in the moment and that there is no time gap.
To assess children in these activities, the appropriate assessment procedures for this school segment must be used.
Important Note: If the school chooses to use IT in this segment, all representation activities graphics can be used in image editors (software) such as Paint Brush, Creative Write, Crayola Art Studio, Kid Pix etc. In these software there is the resource of writing (editing texts).
If the school has a home page, organize a virtual exhibition so that the entire school community can enjoy the work.
Extra activity: Visit by a traffic authority, preferably a street guard, to show the children the gestures and sounds of the whistle used to control the flow on public roads.
street environment
Suggested Activities:
In already literate classes, you should work with the same phrase as in Early Childhood Education — Bi-Bi Fom-Fom — The street has a car and we have to cross. However, writing must be included in all activities.
The suggested activities must be related to the situation - problem indicated by the motivation statement Bi-Bi Fom-Fom — The street has a car and we have to cross.
Various contents can be adapted to the activities, such as: street concepts — long, wide; signal — green, red, yellow; crossing sign with drawing (human figures or slogans “STOP” and “FOLLOW”; initial letters of elements of the street environment for vocabulary expansion; creation of an illustrated alphabet with traffic elements; identify the social role of the student in traffic and its relationship with traffic elements (street, cars, bicycles, signs, etc.); development of the concept of respect for signaling and for others; encouragement of cooperation in situations adverse to the student and the neighbor; warning about physical integrity when walking on the streets.
In this cycle, the project will be developed in an integrated way, that is, based on a theme, the knowledge areas of the school curriculum should contribute with its contents and methodologies in order to build the knowledge of students in relation to the identification and understanding of signs of Traffic. Multidisciplinary work must be carried out, ensuring that students have social knowledge and the exercise of citizenship. The contents of the knowledge areas must, therefore, be in line with the student's everyday issues, such as traffic.
| Project Activities/Steps | |||
|---|---|---|---|
| 1st Stage (1st grade) |
2nd Stage (1st grade) |
3rd Stage (1st and 2nd grades) |
4th Stage (2nd grade) |
| Graphic production and writing; Creation of strips or frames. | Reflection and interpretation of the scenes produced. | Identification of traffic signs. | Launch of the awareness campaign on the importance of signs. |
In this cycle, the identification and meaning of traffic signs must be worked out. In order to achieve interdisciplinarity, the motivation strategy used may be a strip depicting everyday traffic scenes (de preferably a disobedience to traffic regulations), and the last comic or scene will only be completed by the students after the end of the activities; or only two frames are used, one with an everyday traffic scene and the other empty to be completed.
1st Stage: The comics (scenes) can be assembled by the students, guided by the Artistic Education teacher, however, the outcome must be given at the time of the project's culmination. It is recommended that the technique (drawing, collage, etc.) used for creation should start from a negotiation between students and the Art Education teacher. The elaboration of this project can also be developed in IT labs, using image and text editors.
Strip example:
2nd Step: From the strips or scenes, a reflection on the message they convey to the students should be made, that is, to provoke an interaction with what was produced. At this stage, a short text about the observed impressions and a reading for the class should be produced.
3rd Stage: Presentation of traffic signs, where the shapes of the signs, colors, types, functions and meanings must be observed. At this stage, activities are proposed, such as: field observation, that is, along the school-home route, the student should check which traffic signs exist and represent them graphically with their Meanings; trail game, simulating a city with the main street signs; memory game, where pairs must be formed with the figure and its meanings, etc.
4th Step: Exploration of the contents of Science classes on the general characteristics of the organism, related to the sense organs and the ability to receive information through them. This exploration will support the production of posters, which should be spread throughout the school, portraying warning situations for greater attention to traffic and obedience to signaling.
The culmination should coincide with the National Traffic Week, where the works will be presented to the entire school community and the last table will be drawn up.
A pedagogical practice must be applied in the activities: it is the development of tasks in pairs. Within this perspective, the work can also be divided. For example: in the 1st step, everyone just draws the scenes and then these drawings can be exchanged by the pairs, to that students build texts from the graphic representations of others, thus allowing cooperation in the same activity; writing texts in pairs, using the computer in pairs, etc.
Scheme of the relationship of contents and participation of knowledge areas. This scheme presents the connections between areas of knowledge, which will allow for interdisciplinarity.
Extra activity: Visit of a traffic authority, preferably a street guard who provides guidance to students on the observance of signs.
Assessment: If these procedures emerge as knowledge built towards the recognition of signs, it is because the objectives have been achieved. Otherwise, it should be verified, with the students, what measures should be taken so that knowledge of these procedures is built. In this case, the educator has a primary role of having in hand the entire development of the project stages and verifying where the failure occurred, and starting the reconstruction of knowledge from it. It is advised that this action is perceived in the moment and that there is no time gap.
To assess students in these activities, the appropriate assessment procedures for this school segment and those that are usual in the school must be used.
Identification and Meaning of Traffic Signs
Suggested Activities:
Contents:
Presentation of the main traffic signs in the form of posters:
Working with concepts from inside, outside, near and far in relation to crossing the street; - Science - Understanding the senses and the ability to receive information through them: eyesight, in the observation of the colors of the signs, texts and symbols inscribed on the plates, gestures of the traffic guard; sound, pay attention to guard whistles, car brakes, horns, etc.
Awareness of the importance of observing and obeying traffic signs in order to preserve physical integrity.
In the 2nd cycle (3rd and 4th grades), the project will be developed in an integrated manner, that is, based on a theme, the areas of knowledge of the curriculum must contribute with their contents and methodologies in order to build the knowledge of students in relation to the introduction of knowledge of the CTB.
Multidisciplinary work will be carried out, ensuring that students have social knowledge and the exercise of citizenship. The contents of the knowledge areas must, therefore, be in line with the daily issues of the student, such as traffic and its code.
| 1st Stage (3rd grade) |
2nd Stage (3rd grade) |
3rd Stage (3rd and 4th grades) |
4th Stage (3rd and 4th grades) |
|---|---|---|---|
| Field research with interviews with people from the school community (relatives, classmates or other classes, assistants, teachers, etc.) | Treatment of collected data. | – Field research in certain places that will stand out in the calculation of data; – Consultation with the CTB (Brazilian Traffic Code). |
– Preparation of the newsletter to be disseminated; – Elaboration of an illustrated code, specifying the needs of the school community. |
To motivate the students to develop the stages of the project, a question is raised, which can be a fact that happened in the environment close to the community or taken from a recent magazine or newspaper. If this fact is extracted from the daily life of the community, it must be narrated by someone who witnessed it or who participated directly and, afterwards, recorded in text by the students. This motivation serves the entire cycle.
Based on the testimony or journalistic material, the students must organize, with the guidance of the Portuguese Language teacher, an interview (questions) to be made with the community. Such questions should be focused on facts that may have happened to these people in relation to traffic.
Once the interviews have been carried out, the students should start processing the data, where they will have the help of the Mathematics teacher, who will be able to guide them in the tabulation and interpretation of data, which can be transformed into graphics, where they will have support from the area of Art Education.
The interpretation of data, in addition to requiring a mathematical treatment, may also have assistance of the CTB research, in order to establish whether in the facts that occurred there was a transgression of traffic regulations or do not.
After this interpretation, organize the suggested Bi-Bi Fom-Fom Bulletin, which could be in the form of a newspaper with statistics and comments, or communiqués with posters showing statistics and comments, etc. This task can be performed with the support of the IT laboratory for the execution of the textual and graphic part.
One fact should not go unnoticed: any interpretation of data should not be without comments, which should be checked on the spot. For example, if a fact of frequent accidents is found in a certain location near the school, this fact must be determined according to geographical and historical conditions. These activities can be carried out in partnership with the Social Studies/History and Geography teachers.
Another option: if there is enough time, one can simulate the judgment of one of the cases, with the support of the group or series that will be responsible for carrying out the research and executing the CTB. This option is opportune, especially if the school's option is to use facts from newspapers and magazines.
1st Stage: In this cycle, the daily life of the school community should be privileged, seeking to identify its main needs in relation to traffic, hence the elaboration of a field research (collection of Dice). This research consists of interviews in the form of questionnaires or conversations with the school community investigating occurrences related to traffic.
2nd Step: With the data already calculated, the Mathematics teacher should guide the students in organizing the data, tabulating and graphic production, where knowledge of percentages, mathematical operations and graphic representation and interpretation of the Dice.
3rd Step: After processing the data, students must calculate the results recorded in graphs and tables, or that is, discover the causes, which may even have been detected in the interview, or will require a survey at the site of the fact. This verification will rely on the knowledge and methodologies of the areas of knowledge of Social Studies (History and Geography) with purpose of verifying: characteristics and location of the place and the evolution of the existence of signage, survey of the causes of accidents etc.
Also at this stage, with prior knowledge of some problems that affect the community (raised by the survey), another group should organize a survey at the CTB. The research will be directed towards the elaboration of a code of traffic relationship norms, focusing on the main needs of the school community. It is an activity that will feature the IT team and professionals from the school's library.
4th Stage: With the carrying out of the researches and the survey of the causes of the facts found, the material for the police report is prepared Bi-Bi Fom-Fom, which will be displayed on murals in the classrooms, courtyard, reception, office, etc., or through a printed distribution to the community. This material should aim to inform the entire community about its relationship with traffic.
At the same time, another group will be organizing an illustrated Code, aimed at raising awareness of the CTB norms, interpreted in light of the experiences of social groups school-family. The contents and methodologies of the areas of knowledge of the Portuguese Language must be counted on, in the reading and interpretation of the Code; the support of Informatics and Art Education in editing and illustrating the code; CTB historical survey; if there are facts related to disrespect for the environment, the contents of the subjects of Science and Geography (Studies Social) should be used to support the development of standards for a better quality of life for the citizen.
Extra activity: Visit from a traffic authority, preferably a traffic officer who highlights the importance of traffic regulations for learners.
Assessment: If these procedures emerge as knowledge built towards the awareness that the space of Public roads must be used with mutual respect and that the rules must be followed, it is because the goals were achieved. Otherwise, it should be verified, with the students, what measures should be taken so that knowledge of these procedures is built. In this case, the educator has a primary role of having in hand the entire development of the project stages and verifying where the failure occurred, and starting the reconstruction of knowledge from it. It is advisable that this action be perceived in the moment and that there is no time gap.
To assess students in these activities, the appropriate assessment procedures for this school segment and those that are usual in the school must be used.
Scheme of the relationship of contents and participation of knowledge areas. This scheme presents the connections between areas of knowledge, which will allow for interdisciplinarity.
As at this stage the project development process must be fully negotiated and carried out in student-educator partnership, all material must be constructed by the students under the guidance of the educators. Therefore, the material will be built from the work carried out in the classroom, where each educator will know how to select the best content options. Some have already been nominated in the project.
It should be taken into account that the project is committed to being dynamic, whose decisions can be reviewed.
A must-have content would be a search in the Brazilian Traffic Code (CTB). About this document, only those subjects that were highlighted in the surveys and interviews of students, otherwise the activity would become boring and the lack of interest could occur. teaching.
Some contents would be essential in the development of this stage of the project, such as the percentage, the construction and analysis of data related to the area of Mathematics, which will be responsible for supporting the treatment of data.
he content to be prioritized will depend on the results of the survey and interviews, so there is no question of suggesting content or activities.
To determine the project dynamics, it is advisable to divide the classes into groups or pairs in the execution of the tasks, as groups or pairs will obtain greater performance in a process of knowledge construction in cooperation.
It should also be remembered that the project requires many activities and if these are shared, the result will be more effective and of better quality.
The planning of the project should be the target of the school's decision, because the availability of time must be taken into account, as well as the school's pedagogical options. However, one factor is decisive: that the project's crucial activities can be included in the National Traffic Week.
Types of signs: regulation, warning and indication.
What the student should know about these signs:
Features
Heads up:
This sign indicates Obligation
This sign indicates Prohibition
important plates
Prohibited Pedestrian Traffic
Prohibited Traffic of Bicycles
Pedestrian Walk Right
Pedestrian Walk Left
Exclusive Circulation of Bicycles
These signs recommend reducing traffic speed on urban roads and highways, drawing the driver's attention to the existence of dangers on these roads and in the vicinity.
Features
important plates
School area
Pedestrian crossing
Signposted School Crossing
These signs indicate directions, streets, directions, distances, pre-signage, locations and points of interest.
Features
They are rectangular plates that can be green, blue or white; usually their inscriptions are in white or black.
Examples of Nomination Boards
Appointment Areas
Destination Orientation
Gas Station Ahead
Features
for pedestrians
Flashing Red:
Red:
Green:
for cars
In this case, the Yellow command (which indicates Attention) is replaced by two lights on at the same time. 
Warns of the existence of an obstacle or dangerous situation. The driver must reduce speed.
Features
Audible signals performed by the traffic agent:
| Whistle Signals | Meaning | Job |
|---|---|---|
| a short hiss | Attention Follow | In the act of the signalman changing the direction of traffic. |
| two short hisses | Stop! | Document inspection or other purpose. |
| three short hisses | turn on the flashlight | Warning sign. The driver must obey the subpoena. |
| a long hiss | slow down | Slow down the vehicle. |
| a long hiss and a short one |
Traffic impeded in all directions | At the approach of the Fire Department, ambulances, Police or Troop vehicles, or Official Representative. |
| three long hisses | Drivers on standby | In parking lots at the doorsteps of theatres, sports fields etc. |
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