Práticas pedagógicas em educação em solos em uma escola do campo: abordagem interativa e contextualizada.

Abstract

Soil is humanity's great heritage, a living organism that provides fundamental ecosystem services for human well-being and the quality of life of all creatures, and it is essential that it is recognised, understood and valued from an early age, i.e. from the first grades of school. Despite its importance, the approach to soil-related issues and educational actions to popularise pedological knowledge are still not very significant and, most of the time, inexpressive and decontextualised in textbooks and teaching practices. This article presents the results of an experiment that sought to arouse interest in soil in a rural primary school. The aim of the research was to plan and apply interactive, playful pedagogical practices that are contextualised with the local reality to address the importance of soil, with the aim of providing an attractive, effective and meaningful discussion for students, contributing to the teaching and learning process. The activity began with lectures on soil to check the students' understanding of the subject and included a puppet theatre performance and a painting workshop with soil paint, in an activity shared by the Geotinta Project team and the Solo na Escola/UFCG Project. After the actions, it was possible to see the value of the didactic resources used, as well as the positive involvement of the students and the interest of the teachers. It is suggested that Soil Education actions be strengthened in rural schools to help teachers take a contextualised approach with students in order to broaden horizons for valuing and protecting soils.