Práticas Para Aprimorar O Ensino Na Disciplina De Pedologia

Batista, Ivaniza Sales

doi:10.21680/2447-3359.2016v2n0id10605

Cited by 2 publications

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“…In Brazil, as in other countries, the traditional paradigm still prevails in Higher Education, guiding professors theoretical concepts and pedagogical practices. In this context, soil education processes are mainly grounded on that paradigm, with the routine use of teaching approaches and methods such as lectures, laboratory practice, and field classes (Silva and Ribeiro, 2004;Hartemink et al, 2014;Batista et al, 2016;Krzic et al, 2018;Amador, 2019;Jelinski et al, 2019). The student's role is essentially to listen, memorize and reproduce information conveyed by the professor, which facilitates neither knowledge construction nor the political transformation of the individual for actions in real life (Demo, 2011).…”

Section: Introductionmentioning

confidence: 99%

Alternative Methodology of Problem Cases - AMPC for soil education guided by emancipatory principles

Bastos¹,

Vezzani²,

Silva³

et al. 2022

Revista Brasileira De Ciência Do Solo

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Soil Education aims to give individuals a transforming formative process for conscious actions related to the soil in their life experiences in and with the world. As such, the educational methodologies addressing soil-related contents should be in dialogue with the purpose of this educational process. On the perspective of education for social transformation, it is recommended that professors of Higher Education avoid from pedagogical actions with traditional approaches, and start using other strategies and methodologies centered on students and their context. With the challenge of addressing the implementation of emancipatory principles in educational procedures within the disciplinary structure of a traditional paradigm of education and achieving the aim of Soil Education, we put forward the Alternative Methodology of Problem Cases (AMPC), which was shaped up from two methodologies with constructivist principles, Problem-Based Learning (PBL) and Team-Based Learning (TBL). This methodology is divided into three phases (preparation, application, and reflection), which are in turn divided into seven steps that complement each other (recovery of socio-historical knowing and knowledge; study of the themes; problem case resolution; team guidance; individual activity report; and individual and collective feedback). In addition, the steps contain individual and team assignments, which revolve around the resolution of problem cases related to the future profession. The AMPC is different from PBL and TBL as the former is grounded on emancipatory principles that facilitate the development of educational processes that value the socio-historical knowing and knowledge of individuals and enable the development of students' autonomy, creativity, critical thinking, and awareness for actions in real life. The challenges through which individuals can develop relational, complex, and critical thinking, apply them to professional life situations, confront and reframe their knowledge and knowing, as well as create solutions and plan future scenarios with the practice of solving problem cases about soils consist in the capacity of AMPC to be efficient to soil learning.

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Section: Introductionmentioning

confidence: 99%

Alternative Methodology of Problem Cases - AMPC for soil education guided by emancipatory principles

Bastos¹,

Vezzani²,

Silva³

et al. 2022

Revista Brasileira De Ciência Do Solo

View full text Add to dashboard Cite

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Educational procedures guided by emancipatory principles for education on soils in higher education: A proposal

Bastos,

Vezzani,

Silva

et al. 2023

Revista Brasileira De Ciência Do Solo

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The traditional paradigm of education, although outdated, still supports Soil Educational procedures in several Brazilian universities. However, the strategic documents of these institutions (Institutional Development Plan-IDP, Institutional Political Project-IPP and Pedagogical Projects of Courses-PPC's) support a critical vision of education, which converges with the emancipatory paradigm and with the purpose of Soil Education (SE), which is the formation and transformation of subjects for conscious actions in reality. To overcome this problem, we propose educational procedures guided by emancipatory principles for two disciplines related to the subject of soils in Higher Education (HE) in a traditional paradigm structure, with the objective of meeting the conception of education supported in the strategic documents of a Brazilian public university and achieving the purpose of SE. A bibliographical research and documental analysis of the strategic documents were carried out to form a theoretical and methodological base. In addition, emancipatory principles were considered in the elements that made up the educational procedures in SE. The proposal was analyzed and discussed based on the behavior of these principles in the structure of the disciplines. To verify how the proposal articulates with the conception of education defended by the university, the analysis started from the didactic-pedagogical aspects expressed in the IDP, IPP, PPC's and Teaching Plans of the disciplines involved in the research. We emphasize that it was possible to propose and apply educational procedures on soils with emancipatory principles within a traditional paradigm structure. Some principles were considered in essence, while others could not be considered or were only partially considered, showing that the traditional paradigm limits principles that go against its foundations. The proposal responded more to the concept of critical education defended in the strategic documents than the Soil Educational procedures with traditional principles elaborated and used by professors, since the proposal considered the student’s protagonism, the constitution of their autonomy, knowledge as relational, research as an educational principle, interculturality and procedural and continuous evaluation. On the other hand, procedures with traditional principles considered students as passive subjects, knowledge was seen as fragmented and their approach was made in an authoritarian way, disregarding students’ knowledge and the evaluation was quantitative. Furthermore, the convergence of educational intentionality between Education in Soils and education with emancipatory principles allows us to state that the emancipatory paradigm was an alternative to achieve the educational and formative purpose in educational processes on soils.

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Práticas Para Aprimorar O Ensino Na Disciplina De Pedologia

Cited by 2 publications

References 1 publication

Alternative Methodology of Problem Cases - AMPC for soil education guided by emancipatory principles

Alternative Methodology of Problem Cases - AMPC for soil education guided by emancipatory principles

Educational procedures guided by emancipatory principles for education on soils in higher education: A proposal

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