A compostagem como metodologia dialógica para ensino de solos: estudo de caso.

Abstract

Considering the urgency of discussing environmental content to support critical thinking aimed at civic education, focused on Education in Soils, the research aimed to verify the view of teachers and students of the 7th grade of elementary school II on the ground and practice of composting. The activities were developed in a municipal school in the municipality of Sumé, micro Cariri. The methodology considered the application of questionnaires to verify the previous knowledge of the participants on the issues, presenting lectures and video, in addition to holding thematic workshop. The results show that the teachers presented more expressive ecological vision on the ground, focused on the perception of natural resource, do not develop work related to land and claim that there is insufficient soil theme approach in textbooks. Already 45% of the students said that the waste contaminates the soil and water, but did not know the practice of composting (73%), perception changed after the presentation of lectures and conducting the workshop. Thus, it can be concluded that the survey showed that learning can integrate theory with practice, with an improvement in attitudes and habits present and future. Teachers recognized composting as enriching methodology for soil education. From the perspective of Education in Soils, the practice of composting should be encouraged in schools as an important environmental education tool for civic education. Furthermore, special attention should be given to continuing teacher training, focusing on soil teaching activities, so there is a more efficient and expressive approach to school subjects.