Desafios e possibilidades dos professores para abordagem do tema solos no ensino fundamental anos finais.

Abstract

Soil is much more than a natural resource: it is a precious asset, a legacy from all of humanity, whose environmental functions sustain life on planet Earth. However, this integrative and essential component of the environment, the mainstay of life, is susceptible to degradation, losing its capacity to support and maintain life cycles. It is urgent to disseminate this knowledge from primary school onwards, in order to provide a transformative education that gives new meaning to the creature's relationship with the soil, renewing attitudes and adopting conservationist practices. The aim of this study was to identify the challenges and possibilities that teachers in the final years of elementary school have in working with the subject, and to analyze how soil-related content is included in Geography and Science textbooks. The qualitative methodology consisted of analyzing the 6th grade textbooks of the subjects mentioned above and collecting data through the application of an online questionnaire with the teachers, carrying out some pedagogical actions in a municipal school in Monteiro, PB. In relation to the research on textbooks, it was found that the way in which the subject of soil is approached is minimally highlighted and without contextualization, and verbalization is often far removed from the reality of the students, which ends up making learning difficult. Among the challenges, the teachers mentioned insufficient time to carry out projects on soil and the little space dedicated to the subject for a more expressive approach to soil. Among the possibilities were the importance of holding campaigns to encourage care for the soil in the classroom and strengthening field and extramural activities. There is a need to provide teachers with continuing training in Soil Education and the production of contextualized didactic and paradidactic material on the soils of the semi-arid region for a meaningful and transformative education.