O solo na educação básica : análise sobre o ensino, aprendizagem e o uso de jogos didáticos

• Autor(a) principal: Mendonça, Mislene de Jesus
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/15949
• topic: Ciência; Solos; Ensino; Aprendizagem; Jogos educativos; Educação em solos; Práticas de ensino; Solo nos livros didáticos; Jogos didáticos e metodologias ativas; Soil Education; Teaching practices; Only in textbooks; Didactic games and active methodologies

Soil is a natural resource that suffers from the impacts caused by human use. Even being an essential element of ecosystems, the soil still has its importance little popularized. And when it comes to its relationship with water, attention is even more limited, being most often correlated with agriculture, through irrigation and the erosion process. This leads, therefore, to the need to expand Soil Education, especially in Basic Education, with a view to raising awareness of the importance and abusive uses of natural resources. Considering the relevance and complexity of soil content, it is necessary that its teaching and learning go beyond traditional methodologies, and prioritize classes that favor a more meaningful learning, in which the student is at the center of the knowledge construction process. In this context, the work on screen is a qualitativequantitative investigation that aims to carry out an analysis of teaching and learning on the ground, in Elementary School II, in order to provide subsidies for the production and use of didactic games. For this, it is proposed to investigate the knowledge of students in the 8th and 9th year of Colégio Estadual Murilo Braga, through questionnaires and the production of drawings alluding to the ground; analyze the theme in the Geography and Science textbooks adopted by the teaching unit; as well as conducting interviews with professors from the same institution. The results reinforce that textbooks do not provide the necessary support for teachers and students in the teaching and learning process about soils and their correlation with water. In addition, the absence of pedology in the initial training of teachers, together with the lack of time for a more consistent planning of classes, can directly affect student learning. The results obtained from the questionnaires and drawings show how fragile is the teaching and learning of soil in the school context, in addition to the urgent need to expand Soil Education in Basic Education. It is hoped that the games made from this study can expand and facilitate students' understanding of the importance, characteristics and processes that involve the soil and, be useful support tools for educators. Therefore, we call attention to the need to rethink the way in which Environmental Education is developed in schools, especially the methods that are applied, as well as that interdisciplinary actions between the various Sciences allow the development of individuals committed to environmental issues. And that, in the meantime, Soil Education is one of the ways to develop this awareness.