A agroecologia aliada ao ensino de ciências e a educação integral do sujeito

• Ano de defesa: 2022
• Autor(a) principal: Cazzanelli, Paola
• Orientador(a): Lima, Valderez Marina do Rosário
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação em Ciências e Matemática
• Departamento: Escola Politécnica
• País: Brasil
• Palavras-chave em Português: Ensino de Agroecologia; Educação Integral; Ensino de Ciências; Educação Básica; Estudo de Caso
• Área do conhecimento CNPq: CIENCIAS HUMANAS::ENSINO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/10062

This research presents Agroecology from the perspective of a discipline in Basic Education, combined with Science teaching, with the aim of contributing to the development of people integral education. Agroecology concept combines different meanings, such as ecology, agriculture and economics, but it is not just a change in agricultural technique. In educational area, Agroecology is a set of elements that integrate sustainability, responsibility, awareness and respect for the environment and agricultural practices. The Agroecology discipline, object of this investigation, is taught in the researched school from the early years of Elementary School to High School. The research participants are 9th grade students, as an attempt was made to understand the contributions of Agroecology at the end of the Elementary School cycle. The general aim of this study is understand how Agroecology teaching, combined with Science teaching, contributes to the integral education of Basic Education students. Thus, the research problem is: How does the Agroecology discipline, combined with Science teaching in Basic Education, affect the students integral education? To answer the objectives of this case study qualitative research, an activity booklet was used as a data collection method, based on a diary proposed by Pedron (2020). The booklet presented to students has personal and Agroecology contents questions. These mixed exercises are justified to make the booklet more fluid, so that students express themselves in different ways, such as drawings, writing, comic books and theatre plays. The research data were analyzed using Discursive Text Analysis, proposed by Moraes and Galiazzi (2016), which emerged three categories of new understandings about the researched discourses. The results showed that the union between Science teaching and Agroecology predisposes students to social action, from the perspective of critical, citizen and reflective actions in the surrounding society. The production, growing and harvesting activities of Agroecology teaching and its relationship with theory also contribute to human education and collective work, reflecting on their teaching and learning processes in the classroom and on their interaction in the community. In addition, the strong connection and feeling of belonging of the students to the school, due to the full time period, enhances the development and construction of the human integrity, making them ethical and active citizens in their environment.