Strategies of Teaching on Soils under the View of Pedagogical Trends

Detalhes bibliográficos
Autor(a) principal: Saldanha, Cibele Stefanno
Data de Publicação: 2022
Outros Autores: Rodrigues, Tuane Telles, Cardias, Marcia Elena
Tipo de documento: Artigo
Idioma: por
Título da fonte: Geografia (Londrina)
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/geografia/article/view/42265
Resumo: Soil is an essential resource for the functioning of ecosystems, even if it is not properly scored in school education. In this way, the present study sought to develop the discussion on soil teaching through educational perspectives driven by pedagogical trends: traditional liberal and progressive renewed liberal. Thus, the objective was to verify which method would be more efficient to teach in soil with students of the 6th year of a municipal school in Santa Maria, in Rio Grande do Sul. of them, the work was carried out through the progressive progressive pedagogical tendency (defined as the work group), and the other under the traditional liberal perspective (defined as the control group). In the first, the experiment library was used to demonstrate the morphological concepts of the soil through the handling and application of the concepts of its morphology, emphasizing its consistency, while in the second, only the theoretical exposition of the contents was carried out. Finally, the two pedagogical tendencies proved to be satisfactory and efficient, however, in the class in which the progressive pedagogical approach was carried out, the students were more curious and interested in the contents.
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spelling Strategies of Teaching on Soils under the View of Pedagogical TrendsEstrategias de Enseñanza en Suelos desde el Punto de Vista de las Tendencias PedagógicasEstratégias de Ensino em Solos sob o Olhar das Tendências PedagógicasGeography teachingPedagogical trendsSoils.Enseñanza de GeografíaTendencias pedagógicasSuelos.Ensino de Geografia.Tendências pedagógicasSolos.Soil is an essential resource for the functioning of ecosystems, even if it is not properly scored in school education. In this way, the present study sought to develop the discussion on soil teaching through educational perspectives driven by pedagogical trends: traditional liberal and progressive renewed liberal. Thus, the objective was to verify which method would be more efficient to teach in soil with students of the 6th year of a municipal school in Santa Maria, in Rio Grande do Sul. of them, the work was carried out through the progressive progressive pedagogical tendency (defined as the work group), and the other under the traditional liberal perspective (defined as the control group). In the first, the experiment library was used to demonstrate the morphological concepts of the soil through the handling and application of the concepts of its morphology, emphasizing its consistency, while in the second, only the theoretical exposition of the contents was carried out. Finally, the two pedagogical tendencies proved to be satisfactory and efficient, however, in the class in which the progressive pedagogical approach was carried out, the students were more curious and interested in the contents.El suelo es un recurso esencial para el funcionamiento de los ecosistemas, incluso si no se califica adecuadamente en la educación escolar. De esta forma, el presente estudio buscó desarrollar la discusión sobre la enseñanza del suelo a través de perspectivas educativas impulsadas por tendencias pedagógicas: liberal tradicional y progresista progresista renovado. Así, el objetivo fue verificar qué método sería más eficiente para enseñar en suelo con alumnos de 6 ° año de una escuela municipal en Santa María, en Rio Grande do Sul. De ellos, el trabajo se llevó a cabo a través de la pedagógica liberal progresista. tendencia (definida como el grupo de trabajo), y la otra bajo la perspectiva liberal tradicional (definida como el grupo de control). En el primero, se utilizó la biblioteca experimental para demostrar los conceptos morfológicos del suelo a través del manejo y aplicación de los conceptos de su morfología, enfatizando su consistencia, mientras que en el segundo, solo se realizó la exposición teórica de los contenidos. Finalmente, las dos corrientes pedagógicas demostraron ser satisfactorias y eficientes, sin embargo, en la clase en la que se llevó a cabo el enfoque pedagógico progresivo, los estudiantes mostraron más curiosidad e interés por los contenidos.O solo é um recurso essencial para o funcionamento dos ecossistemas, mesmo que não seja devidamente pontuado no ensino escolar. O presente estudo buscou desenvolver a discussão sobre o ensino de solos através das perceptivas educacionais impulsionadas pelas tendências pedagógicas liberal tradicional e liberal renovada progressivista. Assim, objetivou-se verificar qual método seria mais eficiente ao ensino em solos com alunos do 6° ano de uma escola municipal de Santa Maria, no Rio Grande do Sul. Para tanto, utilizou-se como estratégia a divisão das turmas pesquisadas, em uma delas realizou-se o trabalho através da tendência pedagógica liberal progressivista (definida como turma de trabalho), e na outra sob a perspectiva liberal tradicional (definida como turma de controle). Na primeira utilizou-se a experimentoteca para demonstrar os conceitos morfológicos do solo através do manuseio e da aplicação dos conceitos de sua morfologia, dando ênfase à sua consistência, enquanto na segunda realizou-se apenas a exposição teórica dos conteúdos. Por fim, as duas tendências pedagógicas demonstraram-se satisfatórias e eficientes, contudo na turma em que se realizou a abordagem pedagógica progressivista os alunos mostraram-se mais curiosos e interessados pelos conteúdos.Universidade Estadual de Londrina2022-01-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliados pelos Paresapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/geografia/article/view/4226510.5433/2447-1747.2022v31n1p339GEOGRAFIA (Londrina); v. 31 n. 1 (2022); 339 - 3552447-1747reponame:Geografia (Londrina)instname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/geografia/article/view/42265/30696Copyright (c) 2021 GEOGRAFIA (Londrina)http://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSaldanha, Cibele StefannoRodrigues, Tuane TellesCardias, Marcia Elena2022-09-20T13:11:56Zoai:ojs.pkp.sfu.ca:article/42265Revistahttps://www.uel.br/revistas/uel/index.php/geografiaPUBhttps://www.uel.br/revistas/uel/index.php/geografia/oairevista.geografia.uel@gmail.com||marcar@uel.br||laudi@uel.br2447-17470102-3888opendoar:2022-09-20T13:11:56Geografia (Londrina) - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Strategies of Teaching on Soils under the View of Pedagogical Trends
Estrategias de Enseñanza en Suelos desde el Punto de Vista de las Tendencias Pedagógicas
Estratégias de Ensino em Solos sob o Olhar das Tendências Pedagógicas
title Strategies of Teaching on Soils under the View of Pedagogical Trends
spellingShingle Strategies of Teaching on Soils under the View of Pedagogical Trends
Saldanha, Cibele Stefanno
Geography teaching
Pedagogical trends
Soils.
Enseñanza de Geografía
Tendencias pedagógicas
Suelos.
Ensino de Geografia.
Tendências pedagógicas
Solos.
title_short Strategies of Teaching on Soils under the View of Pedagogical Trends
title_full Strategies of Teaching on Soils under the View of Pedagogical Trends
title_fullStr Strategies of Teaching on Soils under the View of Pedagogical Trends
title_full_unstemmed Strategies of Teaching on Soils under the View of Pedagogical Trends
title_sort Strategies of Teaching on Soils under the View of Pedagogical Trends
author Saldanha, Cibele Stefanno
author_facet Saldanha, Cibele Stefanno
Rodrigues, Tuane Telles
Cardias, Marcia Elena
author_role author
author2 Rodrigues, Tuane Telles
Cardias, Marcia Elena
author2_role author
author
dc.contributor.author.fl_str_mv Saldanha, Cibele Stefanno
Rodrigues, Tuane Telles
Cardias, Marcia Elena
dc.subject.por.fl_str_mv Geography teaching
Pedagogical trends
Soils.
Enseñanza de Geografía
Tendencias pedagógicas
Suelos.
Ensino de Geografia.
Tendências pedagógicas
Solos.
topic Geography teaching
Pedagogical trends
Soils.
Enseñanza de Geografía
Tendencias pedagógicas
Suelos.
Ensino de Geografia.
Tendências pedagógicas
Solos.
description Soil is an essential resource for the functioning of ecosystems, even if it is not properly scored in school education. In this way, the present study sought to develop the discussion on soil teaching through educational perspectives driven by pedagogical trends: traditional liberal and progressive renewed liberal. Thus, the objective was to verify which method would be more efficient to teach in soil with students of the 6th year of a municipal school in Santa Maria, in Rio Grande do Sul. of them, the work was carried out through the progressive progressive pedagogical tendency (defined as the work group), and the other under the traditional liberal perspective (defined as the control group). In the first, the experiment library was used to demonstrate the morphological concepts of the soil through the handling and application of the concepts of its morphology, emphasizing its consistency, while in the second, only the theoretical exposition of the contents was carried out. Finally, the two pedagogical tendencies proved to be satisfactory and efficient, however, in the class in which the progressive pedagogical approach was carried out, the students were more curious and interested in the contents.
publishDate 2022
dc.date.none.fl_str_mv 2022-01-12
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliados pelos Pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/geografia/article/view/42265
10.5433/2447-1747.2022v31n1p339
url https://ojs.uel.br/revistas/uel/index.php/geografia/article/view/42265
identifier_str_mv 10.5433/2447-1747.2022v31n1p339
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/geografia/article/view/42265/30696
dc.rights.driver.fl_str_mv Copyright (c) 2021 GEOGRAFIA (Londrina)
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 GEOGRAFIA (Londrina)
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Londrina
publisher.none.fl_str_mv Universidade Estadual de Londrina
dc.source.none.fl_str_mv GEOGRAFIA (Londrina); v. 31 n. 1 (2022); 339 - 355
2447-1747
reponame:Geografia (Londrina)
instname:Universidade Estadual de Londrina (UEL)
instacron:UEL
instname_str Universidade Estadual de Londrina (UEL)
instacron_str UEL
institution UEL
reponame_str Geografia (Londrina)
collection Geografia (Londrina)
repository.name.fl_str_mv Geografia (Londrina) - Universidade Estadual de Londrina (UEL)
repository.mail.fl_str_mv revista.geografia.uel@gmail.com||marcar@uel.br||laudi@uel.br
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