Soil teaching in school geography: perceptions from the training and pedagogical practice of teachers of fundamental teaching in the city of Campina Grande - PB

Abstract

Soil is a physical-natural resource used by human beings since the first civilizations and, therefore, a constitutive substrate of the evolutionary spatio-temporal process of society. Despite its great environmental relevance, this natural resource has been the target of a significant degradation process resulting from the anthropic action represented by burning, deforestation, among other impacts caused by humans and that lead to a significant reduction of mineral nutrients and organic matter, threatening biodiversity and restricting and/or preventing the use of land for agriculture. In this context, the approach to the contents referring to soils in schools since the first years of elementary school is extremely important, considering the relevance of a discussion that gravitates about the perspective of the preservation of this resource, as well as important elements for the its existence and balance, as is the case of vegetation that protects it from erosive processes. Thus, a teaching practice focused on the development of environmental awareness in students from practical activities that manage to reconcile theory and practice, reaching the change of behavior of countless students, making them influential in the defense of the environment, becomes pertinent. In this field of contextualization, in this research it is proposed to understand the perspectives that permeate the initial formation of teachers of Geography and the approach of the contents related to the theme soils in classes of 6th and 7th grade of elementary school of the Municipal School Tiradentes, Campina Grande-PB. As a result of this objective, the following were listed: a) to identify how the PCNs for cycle II of fundamental education allow the teaching of soils to be inserted in environmental issues and in landscape reading; b) analyze the Geography textbooks used in the basic education school targeted by the research; c) investigate how the solo theme is being worked on by the basic education teachers involved in the research; and, finally, d) to develop didactic-practical activities on soil content with the classes involved in the proposal. Finally, the need to debate the importance of the soil as a physical-natural component in the interface between society and nature and to address other soil perspectives, not restricted to resources, is emphasized, in order to contribute to the teaching and learning process. of Geography by proposing didactic strategies. In addition, the study of soil approaches in school geography, emphasizing teacher training and practice, becomes relevant and necessary to reflect on how the teaching-learning process of Pedology content, a science that studies soil, has been taking place in teaching classes. Geography, in view of the significant relevance of these approaches on the part of the teacher in the sense of forming more aware citizens in relation to the environment. (AU)