The intense transformations that have taken place in the contemporary world have produced
new demands and challenges for science education, to form citizens who exercise active
participation in a society increasingly influenced by science and technology. In this sense, this
research aimed to understand and analyze how recreational activities allied to STS education,
through themes, can favor scientific and technological literacy of children in the 1st Year of
Elementary School. This is a qualitative study, of the participative research type, which
presents pedagogical reflections and propositions about the teaching of science, through an
educational product, structured in the format of a Pedagogical Notebook built in the format of
an e-book, with based on assumptions of Playfulness and Education in STS, called "STS
Education in the Initial Years of Elementary School: A playful proposal for the teaching of
Personal Hygiene". The notebook is structured in two parts: the first with theoretical
references discussed in the research and the second, where the proposed activities are
organized, which problematize the theme: Can personal hygiene care save lives? Proceeding
with the validation of this educational product by six teachers, postgraduates in the area of
science, who work with science teaching in public schools in Belém-Pará, being the subjects
of this research. For data collection, an instrument was developed using the Google Forms
platform (sent by e-mail) that guided the analysis, reflections and contributions of the
teachers, a questionnaire consisting of ten subjective (open) questions, which allowed the
recording of of a broad evaluation of the educational product, consolidating the collection of
research data. With the information collected, a Discursive Textual Analysis (DTA) was
carried out to visualize the possible contributions of this research to those involved in science
teaching. Thus, this research made possible understandings about the importance of giving the
student the opportunity to build scientific and technological knowledge, to insert it in an ACT
process, as well as to favor a citizen formation that develops abilities to interpret and apply
such knowledge in real situations of the everyday life, contributing to their understanding of
the world. In this sense, the association between playfulness and STS education proved to be
a rich and promising path.
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