A educação em solos no contexto dos anos finais do ensino fundamental

• Ano de defesa: 2022
• Autor(a) principal: Almeida, Angélica Oliveira de
• Orientador(a): Santos, Cristiano Aprígio dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Ciências Naturais
• Palavras-chave em Português: Ciência; Solo > Uso; Ensino fundamental; Solos; Sala de aula invertida; Ensino; Aprendizagem
• Palavras-chave em Inglês: Soils; Flipped classroom; Teaching; Learning
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/15853

The over-exploitation of natural resources has directly impacted the expansion of environmental degradation processes. Among the resources affected by destructive processes is the soil in which the degradation of this resource reaches percentages considered to be worrying. In this regard, and given the importance of soil for the maintenance of life, it is necessary to significantly develop teaching about it at school. The objective of this work is to analyze the approach to the subject of soils and the contribution of the use of active methodologies in the teaching and learning process of this subject in the Science and Geography curriculum in the final years of elementary school. To this end, a didactic sequence was developed in the 6th year of elementary school on Pedology contents using the principles of Education in Soils, with the use of an active methodology, inverted classroom and based on the constructivist method. The main results, are that the didatic book, despite being the main basis for disseminating contents, by itself is not effective in the teaching and learning process on the referred topic. The field activity is constituted as a rich supplier of data and materials for use in the classroom. The interview with educators of the Science and Geography curricular components pointed to a traditional approach to teaching mainly based on the use of soils for agriculture. Through the application of a questionnaire, it was found that the knowledge of students about soils is minimal and linked to its use for planting, implying the need for practices that lead to deeper learning. The inversion of the classroom presented positive results regarding the participation of students during the synchronous moment, perceived through questions, curiosities, discussions and engagement, thus it is expected to have expanded knowledge about the topic, thus contributing to the dissemination and awareness of the sustainable use of this resource.