Sistematização participativa de cursos de capacitação em solos para professores da educação básica

• Autor(a) principal: Cirino, Fernanda Oliveira
• Data de Publicação: 2008
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: LOCUS Repositório Institucional da UFV
• Texto Completo: http://locus.ufv.br/handle/123456789/5422
• topic: Ensino de solos; Educação ambiental; Sistematização; Teaching of soils; Environmental education; Systematization; CNPQ::CIENCIAS AGRARIAS::AGRONOMIA::CIENCIA DO SOLO

Nowadays, the training of Basic Education teachers is placed as a key issue in the search for improvements in the quality of basic education, once the initial training of teachers is not sufficient to enable them to face the challenges of class rooms. Specifically in relation to soil contents, school teachers show both conceptual and pedagogical difficulties. Thus, with the objective of redefining and developing the teaching of soils, the Program for Education in Soils and Environment (PES), from the Department of Soils of the Federal University of Viçosa (UFV) started offering, since 2004, annual training courses in soils. For Basic Education teachers after three consecutive years of completion of the courses, it was already possible to observe the impacts of this approach in some schools in Viçosa-MG, and it became necessary to analyze and evaluate these results, which motivated this research. For that a participative systematization was outlined, with the aim to critically analyze and reflect the influence of courses in the teaching practices of its participants. The participatory systematization is characterized as a process that beyond the organization and analysis of the results, also allows collective and critical reflection of the whole process, where the participation of the subjects involved in the search provide lessons, learning and exchanging experiences. The systematization was done in phases, and for each were used participatory methods and techniques. The results of the systematization showed that the approach of the contents of soils developed by the teachers in their subsequent teaching had a strong influence of the training courses. Both content and methods were effectively appropriated by the teachers involved, which were able to give new meaning and value to the subject. This increased their self security related to the subject, enriching and diversifying the classes with the use of different methodological approaches. Moreover they could overcome the use of didactic books as their only conceptual and methodological support for classes.