Educação em solos e o ensino contextualizado com o semiárido: percepções e abordagens.

Abstract

The soil is the mainstay of life and depends directly or indirectly on all organisms. However, degradation processes, as a consequence of unsustainable human actions, due to lack of information or lack of information, advance, compromising biodiversity and the quality of life of all of which required the popularization of the concepts of this valuable environmental resource, especially in schools of regular education, the premise of Soil Education to awaken the concern for the valorization and conservation of this valuable but still unknown environmental resource. In the Brazilian schools, the textbook, the main pedagogical resource used in the classroom often brings little content on the ground, being the incipient and decontextualized approach, in addition, most teachers do not have training on soil to deepen the knowledge of the students. The objective of this research was to analyze the approach to the theme solos in the books of Geography and Sciences of Elementary Education II, adopted in the teaching network of two schools: one public and another private in Sumé-PB and verify the teachers' perception on the subject. For the study of perception with teachers, the questionnaires with semistructured script were applied. We analyzed the books adopted in the 6th to 9th grades, observing the contents, exercises, images and the contextualization with the Semiarid. It was verified that the analyzed books do not organize the contents in order to facilitate the learning and the information is not contextualized with the local reality nor do they work interactive activities for the students to realize the importance of the soil in the environment. The perception study pointed out that teachers use the textbook more in their classes, and that they lack training on the subject to improve their classes, promoting dialogues about contents and contributing to the teaching-learning process and soil conservation.