Trilhando pelos solos: extensão, pesquisa e ação, uma perspectiva socioambiental educativa
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Data
2020-11-16
Autores
Nascimento, Ribas Dantas do [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O despertar da consciência ambiental exige reflexões críticas quanto à relação HomemNatureza e entre o próprio Homem, que obrigatoriamente se dá no âmbito da educação (formal ou não formal), desde que esta educação seja libertadora, rompendo com o adestramento ambiental proposto pela Educação Ambiental Hegemônica. Neste sentido, a presente pesquisa tem como objetivo principal analisar como as transposições didáticas utilizadas no projeto de extensão Trilhando pelos Solos, referentes aos conteúdos geomorfológicos e pedológicos podem contribuir para a discussão da Educação Ambiental Crítica e se são capazes de contribuir com a prática de ensino da Geografia escolar, ainda nas séries iniciais do ensino básico. Para tanto, foi realizado levantamento das principais transposições didáticas elaboradas ao longo dos 16 anos do Trilhando pelos Solos, desenvolvido no Laboratório de Sedimentologia e Análises de Solos, da FCTUnesp, Campus de Presidente Prudente - SP. Para além das transposições, averiguou-se algumas publicações coletivas (livros, livretos e artigos) que envolvem, pesquisadores da pós-graduação, graduandos extensionistas, professores e colaboradores pertencentes ao Labsolos, a fim de resgatar a história do Trilhando e evidenciar a dinâmica de colaboração entre pesquisa, extensão e o ensino de solo. Como etapa prática da pesquisa, elaborou-se um curso de formação continuada para orientadoras e professoras do Ensino Infantil e Fundamental I, em parceria com a Secretaria de Educação de Presidente Prudente (Seduc), a fim de, socializar os conhecimentos científicos e as transposições didáticas produzidos no Trilhando e ao mesmo tempo aperfeiçoá-las a partir das devolutivas de quem já exerce a prática da docência. A pesquisa teve como base metodológica a pesquisa-ação, caracterizada como um tipo de pesquisa social que visa o aperfeiçoamento ou resolução de uma demanda coletiva. A utilização do solo como tema gerador das discussões ambientais e difusão da “consciência pedológica” demonstrou ser uma eficiente ferramenta para estabelecer práticas educativas geradoras de ambiências.
The awakening of environmental awareness requires critical reflections on the relationship between Man and Nature and between Man himself, which must take place within the scope of education (formal or non-formal), provided that this education is liberating, breaking with the environmental training proposed by Education Hegemonic Environment. In this sense, the present research has as main objective to analyze how the didactic transpositions used in the extension project Trilhando pelo Solos, referring to geomorphological and pedological contents can contribute to the discussion of Critical Environmental Education and if they are able to contribute with teaching practice school geography, still in the initial grades of basic education. To this end, a survey was carried out of the main didactic transpositions developed over the 16 years of Trilhando pelo Solos, developed at the Laboratory of Sedimentology and Soil Analysis, FCT-Unesp, Campus of Presidente Prudente - SP. In addition to the transpositions, it was verified some collective publications (books, booklets and articles) that involve, postgraduate researchers, extension students, professors and collaborators belonging to Labsolos, in order to rescue the history of Trilhando and show the dynamics of collaboration between research, extension and soil education. As a practical stage of the research, a continuing education course was developed for guidance and teachers of Early Childhood and Elementary Education, in partnership with the Education Secretariat of Presidente Prudente (Seduc), in order to socialize scientific knowledge and transpositions didactics produced in Trilhando and, at the same time, improve them based on feedback from those who already practice teaching. The research had as methodological base the action research, characterized as a type of social research that aims at the improvement or resolution of a collective demand. The use of soil as a theme that generates environmental discussions and the spread of “pedological awareness” proved to be an efficient tool to establish educational practices that generate ambiences.
The awakening of environmental awareness requires critical reflections on the relationship between Man and Nature and between Man himself, which must take place within the scope of education (formal or non-formal), provided that this education is liberating, breaking with the environmental training proposed by Education Hegemonic Environment. In this sense, the present research has as main objective to analyze how the didactic transpositions used in the extension project Trilhando pelo Solos, referring to geomorphological and pedological contents can contribute to the discussion of Critical Environmental Education and if they are able to contribute with teaching practice school geography, still in the initial grades of basic education. To this end, a survey was carried out of the main didactic transpositions developed over the 16 years of Trilhando pelo Solos, developed at the Laboratory of Sedimentology and Soil Analysis, FCT-Unesp, Campus of Presidente Prudente - SP. In addition to the transpositions, it was verified some collective publications (books, booklets and articles) that involve, postgraduate researchers, extension students, professors and collaborators belonging to Labsolos, in order to rescue the history of Trilhando and show the dynamics of collaboration between research, extension and soil education. As a practical stage of the research, a continuing education course was developed for guidance and teachers of Early Childhood and Elementary Education, in partnership with the Education Secretariat of Presidente Prudente (Seduc), in order to socialize scientific knowledge and transpositions didactics produced in Trilhando and, at the same time, improve them based on feedback from those who already practice teaching. The research had as methodological base the action research, characterized as a type of social research that aims at the improvement or resolution of a collective demand. The use of soil as a theme that generates environmental discussions and the spread of “pedological awareness” proved to be an efficient tool to establish educational practices that generate ambiences.
Descrição
Palavras-chave
Geografia, Educação ambiental crítica, Educação em solos, Trilhando pelos solos, Transposição didática, Pesquisa-ação, Geography, Environmental education, Soil education, Walking through the soils, Didactic transposition, Action research