A horta escolar para o ensino das relações ecológicas: reflexões para além das interações biológicas

Abstract

The Biology teaching, in general, and ecological relations, in particular, in Basic Education can still be conservative and memoristic, but it can also be done from new perspectives that, in addition to explaining in a coherent way the origin and evolution of life, help students develop questioning, critical and citizenship skills, beyond purely biological relationships. Along these lines, the aim of this work is to understand the Pedagogical Intervention contributions using the School Garden for teaching the Ecological Relations content with reflections beyond biological interactions. The Pedagogical Intervention was constructed according to the Historical-Critical Pedagogy precepts, the Agroecological School Garden and ecological relations principles in the Evolution light and applied to seete students from 3rd year of Elementary School at a Full-Time Municipal School in Aparecida de Goiânia (GO). The Pedagogical Intervention development took place over nine days, when filming and audio recording took place for data collection. To analyze the results, the classes were described and considering the theoretical Historical-Critical Pedagogy references. Dialogue with students and their reflections on inequalities in working conditions revealed a concern with inclusion and the search for social equity. These multifaceted perceptions demonstrate the potential for a critical social and economic structures understanding, showing that the ecological teaching relations in the School Garden contributes not only for the environmental awareness search, but also for a training process construction that enhances reflection and the citizenship exercise. The educational product resulting from this work is a Teaching sequence, composed by nine work classes on the content of ecological and social relations, through the School Garden.