Educação em solos crítica: abordagem sobre a relação solo-sociedade em uma escola municipal de Pato Branco - PR

Abstract

The fragmentation of the study of the sciences has been collaborating with the current scenario global environmental degradation. In this case, Environmental Education can be an alternative to change this scenario, since it seeks to sensitize people to their own powers of action. In this context, the proposal of a Critical Soil Education arises, that leads the student to reflect and to question about the most diverse questions regarding this resource, mainly regarding its degradation. This research has as general objective to verify if the Education in Critical Soils is capable of generating impacts in the students' perception regarding the Soil as an integral component of the environment, as well as in the relevance of its conservation. The participants of this study were students of the 4th grade of Elementary School of the public school system of the municipality of Pato Branco. Data were collected through classroom observation followed by questionnaire application and reapplication, with the aid of expositive classes based on Critical Soil Education (ESC). As could be observed in the classroom, the classes which wore performed in a very traditional way, with few openings for interaction, and were mainly based on the use of textbooks as the main support tool. Regarding the students' prior knowledge of the soil, they presented many limitations in describing it as a component of the environment, and mainly appeared to be confused about the functions that this resource performs. After conducting the lectures based on the ESC, most of the students were more precise when reporting on various subjects related to the soil, mainly regarding the functions that it performs in the environment, especially its social function.