2026-08-112026-08-112026-07-16SILVA, Rayza Lima da. O cinema como elemento potencializador de conhecimentos e ludicidade no ensino de ciências dos anos iniciais do ensino fundamental. Orientador: José de Moraes Sousa. 2026. 34 f. Trabalho de Curso (Licenciatura em Pedagogia) – Faculdade de Educação, Campus Universitário de Bragança, Universidade Federal do Pará, Bragança-PA, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/9886. Acesso em: .https://bdm.ufpa.br/handle/prefix/9886Cinema, as an audiovisual language present in children's daily lives, presents itself as a pedagogical possibility capable of articulating imagination, playfulness, and knowledge construction in science education. In the early years of elementary school, this resource can bring scientific content closer to children's experiences, favoring more dynamic, participatory, and meaningful classes. This study starts from the problem that science education is still frequently developed in a mechanical, content-focused way, distant from the students' reality, which limits interest, curiosity, and critical understanding of natural phenomena. In this context, the study aimed to investigate the use of films as formative and playful elements in science classes in the early years of elementary school, considering their contributions to a more attractive and critical teaching. The research adopted a qualitative, descriptive approach, developed through a literature review and interpretive analysis of three animated films. The results showed that Bee Movie allows for working on pollination, food chains, interdependence between living beings, and environmental balance; Over the Forest favors discussions about human occupation, habitat loss, consumption, waste, and environmental preservation; The film "A Bug's Life" allows for the exploration of biodiversity, insect social organization, cooperation, adaptation, and ecological relationships. It was found that films, when mediated with planning and pedagogical intent, transcend mere recreation and contribute to stimulating observation, argumentation, participation, and critical thinking. It is concluded that cinema constitutes a relevant didactic-playful resource for science education, articulating knowledge, playfulness, and civic education.Acesso AbertoCinemaEnsino de CiênciasLudicidadeAnos iniciaisCinemaScience EducationPlayfulnessEarly YearsCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil