This dissertation presents the investigative studies done in the elaboration of a didactic
proposal for the teaching of soil in the geography discipline, based on Geosystemic Theory.
The subjects of the research were 40 students of the 1st year of the Integrated Technical Level
Courses in Chemistry and Mechanics and 2 teachers of the effective staff all of the IFAMCMC.
The research is of the qualitative type and it was developed from the accomplishment
of intervention activities characterized by dialogic expositive classes and practical activities in
the field and laboratory experiments. The instruments of data collection used were the
questionnaires, the guiding scripts and the evaluations performed in each activity. The
research was guided primarily by a bibliographical survey for the contextualization and
theoretical basis regarding the researched topic, as well as a documentary analysis with focus
on the textbook used. The dialogic expository classes empowered students to perform
practical activities. Field classes were held in the South and East regions of the city of
Manaus, where Industrial Districts I and II are located respectively. The experiments were
developed in the Microscopy laboratory, in the premises of the IFAM-CMC. The analysis of
the didactic book, allowed to realize that there is emphasis on the geological and agronomic
conception; The approach on soil formation presents concepts such as weathering,
pedogenesis and soil, without a clear explanation among them; It does not differentiate
between shallow and deep soils; The updated classification of soil classes according to SiBCS
(Brazilian Soil Classification System) is not used; Characterizes the Purple Land as
synonymous with latosol; The pedogenetic processes are cited unrelated to the soil formation
factors and the leaching is conceptualized in the wrong way. In the field, the students realized
that there is a relationship between rock, soil and weathering. The laboratory experiments
were satisfactory, since the students were able to identify the youngest horizon (O) and the
oldest horizon (R) of the soil, to texture and to differentiate the granulometric fractions by
size and texture of the soil, understood the colors of the soils and also the capacity of
infiltration and water retention in soils with different characteristics. In relation to the
teachers, it was found that they regularly plan their classes, use numerous didactic resources,
criteria and evaluation instruments and emphasizing that practical activities are important for
meaningful learning of soil content and erosion. Intervention activities provided improvement
of the teaching-learning process and environmental awareness of students. The Didactic
Guide entitled ORIGIN, FORMATION AND EROSION OF THE SOIL: a proposal for the
teaching-learning process was positively assessed by all the research subjects and integrates
of this dissertation.
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