Agroecologia e horta escolar como ferramentas de educação ambiental e produção de alimentos naturais
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Diversitas Journal |
Texto Completo: | https://diversitasjournal.com.br/diversitas_journal/article/view/1050 |
Resumo: | ABSTRACT: The school that adopts environmental education as an instrument of awareness should guide the student to seek values that lead to a harmonious routine with the environment in which it operates. And, in this sense, the school garden can act as a field of teaching and learning within the school, and can be accessed at many times by the students and teachers of the institution who adhered to the technique as a teaching tool. Given the above, this work aimed to use agroecological techniques associated with environmental education for the construction of a school garden in the Deputado José Lúcio de Melo Municipal School. The action was developed from January to March 2019. For the construction of the garden, soil management, fertilization and subsequent sowing of seeds and seedlings in the flowerbeds were carried out. Given the implementation of the school garden, it was noticed that opposing to the conventional model, the agroecological techniques have a potential for the production of organic food, thus ensuring the maintenance and preservation of the environment used for the garden. The process becomes fundamental for the teaching and learning of students, and can be verified according to the answers obtained from the questionnaire about the experiences during the process of construction and monitoring of the garden until the harvest period. Therefore, it is concluded that the agroecological techniques associated with teaching practices in environmental education were fundamental for the process of implementation of the school garden. KEYWORDS: Organic; Production; Sustainability. |
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Agroecologia e horta escolar como ferramentas de educação ambiental e produção de alimentos naturaisABSTRACT: The school that adopts environmental education as an instrument of awareness should guide the student to seek values that lead to a harmonious routine with the environment in which it operates. And, in this sense, the school garden can act as a field of teaching and learning within the school, and can be accessed at many times by the students and teachers of the institution who adhered to the technique as a teaching tool. Given the above, this work aimed to use agroecological techniques associated with environmental education for the construction of a school garden in the Deputado José Lúcio de Melo Municipal School. The action was developed from January to March 2019. For the construction of the garden, soil management, fertilization and subsequent sowing of seeds and seedlings in the flowerbeds were carried out. Given the implementation of the school garden, it was noticed that opposing to the conventional model, the agroecological techniques have a potential for the production of organic food, thus ensuring the maintenance and preservation of the environment used for the garden. The process becomes fundamental for the teaching and learning of students, and can be verified according to the answers obtained from the questionnaire about the experiences during the process of construction and monitoring of the garden until the harvest period. Therefore, it is concluded that the agroecological techniques associated with teaching practices in environmental education were fundamental for the process of implementation of the school garden. KEYWORDS: Organic; Production; Sustainability.RESUMO: A escola que adota a educação ambiental como instrumento de sensibilização deve orientar o aluno a buscar valores que conduzam a uma rotina harmoniosa com o ambiente em que está inserido. E, neste sentido, a horta escolar pode agir como um campo de ensino e aprendizagem dentro da escola, podendo ser acessado em muitos momentos pelos discentes e docentes da instituição que aderiram à técnica como uma ferramenta de ensino. Diante do que foi exposto, objetivou-se com esse trabalho utilizar técnicas agroecológicas associadas à educação ambiental para a construção de uma horta escolar na Escola Municipal Deputado José Lúcio de Melo. A ação foi desenvolvida no período de janeiro a março de 2019. Para a construção da horta, realizou-se o manejo do solo, adubação e posteriormente a semeadura de sementes e mudas nos canteiros. Diante da implantação da horta escolar, percebeu-se que se opondo ao modelo convencional, as técnicas agroecológicas têm um potencial para a produção de alimentos orgânicos, assim garantindo a manutenção e preservação do meio ambiente. O processo torna-se fundamental para o ensino e aprendizagem dos alunos, podendo ser constatado de acordo com as respostas obtidas do questionário sobre as experiências durante o processo de construção e acompanhamento da horta até o período de colheita. Por tanto, conclui-se que as técnicas agroecológicas associadas às práticas de ensino em educação ambiental foram fundamentais para o processo de implantação da horta escolar. PALAVRAS-CHAVE: Orgânicos; Produção; Sustentabilidade.Universidade Estadual de Alagoas - Eduneal2020-01-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://diversitasjournal.com.br/diversitas_journal/article/view/105010.17648/diversitas-journal-v5i1-1050Diversitas Journal; v. 5 n. 1 (2020): Educação com diversidade, sociedade com sustentabilidade; 27-332525-521510.17648/diversitas-journal-v5i1reponame:Diversitas Journalinstname:Universidade Estadual de Alagoas (UNEAL)instacron:UNEALporhttps://diversitasjournal.com.br/diversitas_journal/article/view/1050/908Copyright (c) 2020 Lucas Francisco da Silva, Rubens Pessoa de Barros , Rodrigo Almeida Pinheiro, Jecilãine Efigênia da Silva, Maria Jéssica dos Santos Cabral, Jéssika Silva de Limahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSilva, Lucas Francisco daBarros, Rubens Pessoa dePinheiro, Rodrigo AlmeidaSilva, Jecilãine Efigênia daCabral, Maria Jéssica dos SantosLima, Jéssika Silva de2021-08-19T19:23:25Zoai:ojs.emnuvens.com.br:article/1050Revistahttps://diversitasjournal.com.br/diversitas_journal/indexPUBhttps://www.e-publicacoes.uerj.br/index.php/muralinternacional/oairevistadiversitasjournal@gmail.com2525-52152525-5215opendoar:2023-01-13T09:47:04.631824Diversitas Journal - Universidade Estadual de Alagoas (UNEAL)false |
dc.title.none.fl_str_mv |
Agroecologia e horta escolar como ferramentas de educação ambiental e produção de alimentos naturais |
title |
Agroecologia e horta escolar como ferramentas de educação ambiental e produção de alimentos naturais |
spellingShingle |
Agroecologia e horta escolar como ferramentas de educação ambiental e produção de alimentos naturais Silva, Lucas Francisco da |
title_short |
Agroecologia e horta escolar como ferramentas de educação ambiental e produção de alimentos naturais |
title_full |
Agroecologia e horta escolar como ferramentas de educação ambiental e produção de alimentos naturais |
title_fullStr |
Agroecologia e horta escolar como ferramentas de educação ambiental e produção de alimentos naturais |
title_full_unstemmed |
Agroecologia e horta escolar como ferramentas de educação ambiental e produção de alimentos naturais |
title_sort |
Agroecologia e horta escolar como ferramentas de educação ambiental e produção de alimentos naturais |
author |
Silva, Lucas Francisco da |
author_facet |
Silva, Lucas Francisco da Barros, Rubens Pessoa de Pinheiro, Rodrigo Almeida Silva, Jecilãine Efigênia da Cabral, Maria Jéssica dos Santos Lima, Jéssika Silva de |
author_role |
author |
author2 |
Barros, Rubens Pessoa de Pinheiro, Rodrigo Almeida Silva, Jecilãine Efigênia da Cabral, Maria Jéssica dos Santos Lima, Jéssika Silva de |
author2_role |
author author author author author |
dc.contributor.author.fl_str_mv |
Silva, Lucas Francisco da Barros, Rubens Pessoa de Pinheiro, Rodrigo Almeida Silva, Jecilãine Efigênia da Cabral, Maria Jéssica dos Santos Lima, Jéssika Silva de |
description |
ABSTRACT: The school that adopts environmental education as an instrument of awareness should guide the student to seek values that lead to a harmonious routine with the environment in which it operates. And, in this sense, the school garden can act as a field of teaching and learning within the school, and can be accessed at many times by the students and teachers of the institution who adhered to the technique as a teaching tool. Given the above, this work aimed to use agroecological techniques associated with environmental education for the construction of a school garden in the Deputado José Lúcio de Melo Municipal School. The action was developed from January to March 2019. For the construction of the garden, soil management, fertilization and subsequent sowing of seeds and seedlings in the flowerbeds were carried out. Given the implementation of the school garden, it was noticed that opposing to the conventional model, the agroecological techniques have a potential for the production of organic food, thus ensuring the maintenance and preservation of the environment used for the garden. The process becomes fundamental for the teaching and learning of students, and can be verified according to the answers obtained from the questionnaire about the experiences during the process of construction and monitoring of the garden until the harvest period. Therefore, it is concluded that the agroecological techniques associated with teaching practices in environmental education were fundamental for the process of implementation of the school garden. KEYWORDS: Organic; Production; Sustainability. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-01-13 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://diversitasjournal.com.br/diversitas_journal/article/view/1050 10.17648/diversitas-journal-v5i1-1050 |
url |
https://diversitasjournal.com.br/diversitas_journal/article/view/1050 |
identifier_str_mv |
10.17648/diversitas-journal-v5i1-1050 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://diversitasjournal.com.br/diversitas_journal/article/view/1050/908 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Alagoas - Eduneal |
publisher.none.fl_str_mv |
Universidade Estadual de Alagoas - Eduneal |
dc.source.none.fl_str_mv |
Diversitas Journal; v. 5 n. 1 (2020): Educação com diversidade, sociedade com sustentabilidade; 27-33 2525-5215 10.17648/diversitas-journal-v5i1 reponame:Diversitas Journal instname:Universidade Estadual de Alagoas (UNEAL) instacron:UNEAL |
instname_str |
Universidade Estadual de Alagoas (UNEAL) |
instacron_str |
UNEAL |
institution |
UNEAL |
reponame_str |
Diversitas Journal |
collection |
Diversitas Journal |
repository.name.fl_str_mv |
Diversitas Journal - Universidade Estadual de Alagoas (UNEAL) |
repository.mail.fl_str_mv |
revistadiversitasjournal@gmail.com |
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1797051276656115712 |