Educação em solos como ferramenta de educação ambiental no ensino formal do município de Corrente - PI

Abstract

Soil is an essential natural resource, therefore, fundamental for the development of living beings and the achievement of human activities. However, there is still a significant departure from the importance of this, even for those who strategically need this resource. The need to know the soil, its importance to life and the proper way of its handling and preservation, led to the emergence of Soil Education that aims to make people aware of the subject. Where Environmental Education is fundamental, acting as a promoter of awareness for soil conservation. Highlighting the relevance of interdisciplinarity for the concretization of soil education. In this perspective, to consolidate the teaching-learning process, it is extremely useful to adopt teaching tools, such as the case of Virtual Learning Environments. Thus, the objective was to evaluate pedagogical tools of soil education as a strategy of environmental education in formal education in the city of Corrente, Piauí. Thus, we used methodologies such as pre-drawing and post-intervention of the students on what is solo as an evaluation medium, play story on the ground, painting with the ground to make posters for children's education. For the fundamental one was used of videos and practical activity analyzing the texture of the ground. In the middle school, water erosion was simulated. Thus, the theoretical class with modeling exposition, Power Point presentation, differentiated soil coloring samples, as well as the application of previous and post-intervention questionnaires as an evaluation question, included both elementary and middle school and throughout the process the photographic record was carried out. For higher education, the opinion of the academics about the Virtual Learning Environment (AVA) was verified, when it presented absence of contents as well as after the insertion of these, verifying their income after evaluation. In all the levels of teaching worked, we obtained satisfactory results regarding the research intent. Although in the elementary and middle school years, it was noticed that one school stood out from the other. It was concluded that the intervention process was successful, since there was an increase in the level of knowledge of the interviewees.