Conservação da agrobiodiversidade: contextualizando o ensino na educação básica

Abstract

My concerns as a geography teacher in the Amazon stem from the need to incorporate pedagogical practices that contextualize teaching, enabling interdisciplinary reflections on the relationships and ways in which human beings act and interact in society, constructing and reconstructing spaces. In the Geography Curriculum Component, many thematic units could be better contextualized in relation to the reality of the Amazon. The conservation of agrobiodiversity, for example, can provide students with discussions and reflections on environmental issues based on where they live. It is from this perspective that I set out to answer the following question: How can Project-Based Learning methodology be used in elementary school with agrobiodiversity conservation as the generating theme? Education plays a central role in society's establishment of agrobiodiversity conservation as a fundamental principle for sustainable development. Therefore, this study aimed to develop educational guidance based on the Project-Based Learning strategy that contributes to the process of discussion and critical reflection among elementary school students on the conservation of local agrobiodiversity. The research employed in this study is qualitative in nature, using action research as a procedure. The composition of the units of analysis, represented here by the students, was nonprobabilistic, in that we sought to capture the perceptions of the subjects involved in the proposed pedagogical process. The data were collected through observations and workshops, involving 21 ninth-grade students from the Nossa Senhora do Perpétuo Socorro State School. The study proved the effects of peer interaction on learning, as it enables the exchange of knowledge. The students identified numerous factors that threaten Amazonian agrobiodiversity, with an emphasis on climate change. Given the methodology we employed, we found that the student is the agent of the teaching-learning process. In this sense, mediating knowledge is the role of the educator, presenting students with the countless paths they can take, sharing knowledge and attitudes. In short, they transcend disciplinary barriers and states of passivity to become subjects in action, builders of knowledge. It is from this perspective that the use of Project-Based Learning proved to be important as a motivating methodology, promoting the development of critical and ethical thinking, as well as enabling interdisciplinary practice, insofar as it provided the necessary space for dialogue between the humanities and environmental sciences. With the data obtained from the research, an educational product was developed entitled Didactic Guide: Building paths for the conservation of Amazonian agrobiodiversity. Its validation took place in loco throughout the research process, and it can be improved and used at other levels of basic education