Pedagogia de projetos: o caso da horta agroecológica e a importância desta prática na Escola Francisca Martiniano da Rocha - Lagoa Seca - Paraíba - Brasil.

Abstract

Pedagogy projects it is a debate that is premised the conception of education as a process of living and not a preparation for the future, thus, the school must represent present life. The more flexibility and dynamism of this type of activity allows the student to learn using the practice and experience of day-to-day, in a participatory process. An example of this type of activity can be seen by constructing vegetable gardens. In this context, this work presents the implementation activities of the agroecological vegetable garden project at the State School to education primary and Middle Francisca Martiniano da Rocha in Lagoa Seca - PB. Considering the importance of this methodology to the process of teaching and learning in geography and other disciplines that dialogue with environmental education. Thus, this work reveals the possibilities developed per activities related to agro-ecology and environmental education through the teaching of these sciences. Going beyond the walls of the classroom this project was able to promote the integration and involvement of the school / students with the insertion of simple, clear and objective techniques of sustainable natural resource management. With this, the work is based on the need to discuss the importance of deploying an educational practice in schools that goes beyond the classroom as well as adding essential theoretical and practical knowledge in the dynamics of student learning, especially students of Geography, considering that the practical knowledges can subsidize the theoretical knowledge acquired in the classroom. Given this frame of reference, the text presented was based on qualitative research conducted through photographic records, interviews, field notes and literature reviews on the subject. Given all that has been done, one can understand the importance of implementing educational projects that encourage students to add the theoretical knowledge to the practical knowledge, in order to act as agents in the teaching-learning process. The pedagogy of projects and specifically the design of agroecological garden shows himself able to start the debate about healthy practices both to human health, on the environment, linking practices that prioritize social welfare and environmental.