Proposta didática para o ensino de solo na disciplina geografia
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 Chemist...
| Autor principal: | Botelho, Juvenal Severino |
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| Grau: | Dissertação |
| Idioma: | por |
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Instituto Federal do Amazonas
2018
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http://repositorio.ifam.edu.br/jspui/handle/4321/76 |
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oai:localhost:4321-762018-05-23T19:22:20Z Proposta didática para o ensino de solo na disciplina geografia Botelho, Juvenal Severino Marques, Jean Dalmo de Oliveira http://lattes.cnpq.br/4558873160462915 Paes, Lucilene da Silva http://lattes.cnpq.br/0653747630550456 Marques, Jean Dalmo de Oliveira http://lattes.cnpq.br/4558873160462915 Azevedo, Rosa Oliveira Marins http://lattes.cnpq.br/3056605003492861 Jesus, Edilza Laray de http://lattes.cnpq.br/3416993677349221 Solo Ensino-aprendizagem Experimentos em laboratório Aulas de campo Proposta didática CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONAL 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. Esta dissertação apresenta os estudos investigativos realizados na elaboração de uma proposta didática para o ensino de solo na disciplina geografia, baseada na Teoria Geossistêmica. Os sujeitos da pesquisa foram 40 alunos do 1º ano dos Cursos Técnicos de Nível Médio Integrado em Química e Mecânica e 2 professores do quadro efetivo todos do IFAM-CMC. A pesquisa é do tipo qualitativa e foi desenvolvida a partir da realização de atividades interventivas caracterizadas por aulas expositivas dialogadas e atividades práticas no campo e experimentos em laboratório. Os instrumentos de coletas de dados utilizados foram os questionários, os roteiros norteadores e as avaliações realizadas em cada atividade. A pesquisa foi norteada primeiramente por um levantamento bibliográfico para a contextualização e fundamentação teórica a respeito do tema pesquisado, bem como uma análise documental com enfoque no livro didático utilizado. As aulas expositivas dialogadas potencializaram os alunos para a realização das atividades práticas. As aulas de campo foram realizadas nas regiões Sul e Leste da cidade de Manaus, onde estão localizados, respectivamente, os Distritos Industrial I e II. Os experimentos foram desenvolvidos no laboratório de Microscopia, nas dependências do IFAM-CMC. A análise do livro didático, permitiu perceber que há ênfase quanto a concepção geológica e agronômica; a abordagem sobre à formação do solo apresenta conceitos como intemperismo, pedogênese e solo, sem uma explicação clara entre eles; não apresenta diferenciação entre solos rasos e profundos; não é utilizado a nomenclatura atualizada de classes de solos conforme o SiBCS (Sistema Brasileiro de Classificação de Solos); caracteriza a Terra roxa como sinônimo de latossolo; os processos pedogenéticos são citados sem relação com os fatores de formação do solo e a lixiviação é conceituada de forma errada. Em campo, os alunos perceberam que há uma relação entre rocha, solo e intemperismo. Os experimentos em laboratório foram satisfatórios, visto que os alunos conseguiram identificar o horizonte mais novo (O) e o horizonte mais antigo (R) do solo, texturar e diferenciar as frações granulométricas por tamanho e textura do solo, compreenderam as cores dos solos e também a capacidade de infiltração e retenção de água em solos com características diferentes. Em relação aos professores, constatou-se que planejam regularmente as suas aulas, utilizam inúmeros recursos didáticos, critérios e instrumentos de avaliação e destacando que as atividades práticas são importantes para a aprendizagem significativa do conteúdo de solo e erosão. As atividades interventivas proporcionaram melhoria do processo ensino-aprendizagem e consciência ambiental dos alunos. O Guia Didático intitulado ORIGEM, FORMAÇÃO E EROSÃO DO SOLO: uma proposta para no processo de ensino- aprendizagem foi validado positivamente por todos os sujeitos da pesquisa que integra esta dissertação. 2018-05-23T19:22:20Z 2018-04-30 2018-05-23T19:22:20Z 2017-08-18 Dissertação http://repositorio.ifam.edu.br/jspui/handle/4321/76 por Acesso Aberto Instituto Federal do Amazonas Brasil Campus Manaus Centro Mestrado Profissional em Ensino Tecnológico (MPET) IFAM |
| institution |
Repositório Institucional - Instituto Federal do Amazonas - IFAM |
| collection |
IFAM-RI |
| language |
por |
| topic |
Solo Ensino-aprendizagem Experimentos em laboratório Aulas de campo Proposta didática CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONAL |
| spellingShingle |
Solo Ensino-aprendizagem Experimentos em laboratório Aulas de campo Proposta didática CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONAL Botelho, Juvenal Severino Proposta didática para o ensino de solo na disciplina geografia |
| topic_facet |
Solo Ensino-aprendizagem Experimentos em laboratório Aulas de campo Proposta didática CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONAL |
| description |
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. |
| author_additional |
Marques, Jean Dalmo de Oliveira |
| author_additionalStr |
Marques, Jean Dalmo de Oliveira |
| format |
Dissertação |
| author |
Botelho, Juvenal Severino |
| title |
Proposta didática para o ensino de solo na disciplina geografia |
| title_short |
Proposta didática para o ensino de solo na disciplina geografia |
| title_full |
Proposta didática para o ensino de solo na disciplina geografia |
| title_fullStr |
Proposta didática para o ensino de solo na disciplina geografia |
| title_full_unstemmed |
Proposta didática para o ensino de solo na disciplina geografia |
| title_sort |
proposta didática para o ensino de solo na disciplina geografia |
| publisher |
Instituto Federal do Amazonas |
| publishDate |
2018 |
| url |
http://repositorio.ifam.edu.br/jspui/handle/4321/76 |
| _version_ |
1787149862109708288 |
| score |
11.653393 |