Contextualizando a educação em solos com professores e estudantes de uma escola municipal.

Abstract

Soil is the environmental resource responsible for numerous ecosystem serviçoes that sustain life. Knowing the soil is to promote minimization possibilities of erosive processes that compromise life in all its manifestations, allowing this valuable resource can continue the multiplicity of roles it plays in environmental balance. Whereas the school is room to expand the socialization of knowledge about soil, which must be built from the first series, the research aimed to understand the perception of students and teachers in relation to this issue. The study was conducted in elementary school public school in the city of Sume (PB). The methodology consisted of questionnaires with social subjects, presenting lectures and conducting experiences. In general, students associate soil to land (69%) and land to grow (38%), bind to soil presence the countryside (23%) and pointed out that he said that the soil used to grow (38%), find that burning and deforestation are harmful to the soil (19%). Since teachers have a holistic view of soil (39%), but do not work the soil theme in room (50% ) and consider the soil theme approach in textbooks to regulate insufficient (39%). The experience brought much interest to the participants. It concluded that it is necessary in view of Soil Education, to civic education, enter the subject of more expressively in school content, inter- and multidisciplinary way, above all, contextualizing with the specificities of the different territories.