Saberes de solos em livros didáticos da educação básica

• Autor(a) principal: Santos, Jaime Augusto Alves dos
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: LOCUS Repositório Institucional da UFV
• Texto Completo: http://locus.ufv.br/handle/123456789/5496
• topic: Conservação do solo; Degradação do solo; Educação Básica; Livros Didáticos; Soil conservation; Land degradation; Textbooks; Basic Education; CNPQ::CIENCIAS AGRARIAS::AGRONOMIA::CIENCIA DO SOLO

The discussion around the need for soil conservation does not usually part of the daily concerns of the people, and this can lead to continued growth of environmental problems related to land degradation. These problems may be associated with lack the majority of the population has the features, functions and importance of soil. You need to develop actions that lead people to understand the soil as part of the environment and raise awareness about its importance. These actions can be initiated and undertaken in schools in order to awaken and promote awareness of students in relation to soil, because if topics are best worked out in the first years of basic education, it is possible to (re) build the values and attitudes that can help to mitigate land degradation. In most schools teachers use the Textbook as main and sometimes the only material support in the classroom and that makes him one of the determinants of educational quality. In this context it is necessary to investigate and verify the themes of soils in textbooks of basic education. The research aimed to examine the topic in textbooks soils offered by MEC through the National Textbook and adopted in public schools in Viçosa / MG, and verify that the content displayed in the books meets the guidelines proposed by the National Curriculum Parameters (PCN ). The choice of criteria for analysis of themes in the books soil had as reference the NCP, that link the content to be covered in each year of elementary school. After analyzing the NCP found that issues related to soils are discussed with emphasis in the discipline of science. The analysis showed that there Textbooks omission of content in some works. The quantitative evaluation showed that the space devoted to soils in textbooks is greatly reduced. The textbook should not be the only material to be used by teachers, this points to the need for development of educational materials and activities with concepts and updated consistent with the day-to-day lives of students. As well as supporting materials for teachers who do not always have an initial training or continuing around the themes of soils.