Abstract
The soil is frequently portrayed as a product of the interaction between other natural phenomena, as an available resource or merely as the ground on which the society is structured. In opposition to this utilitarian view, the totalizing and humanizing concept of Living Soil regards the soil as a living and complex organism governed by dynamic balances. From the perspective of the Living Soil and the Historical-Critical Pedagogy and through the use of Ana Primavesi’s stories, the objective of the present study was to elaborate and analyze a didactic material about the study of soils in geography. The research was developed following a qualitative approach grounded in the dialectical analysis of the data and was carried out with the participation of geography teachers from basic education aiming at establishing relations between the school routine, the research and the produced material. The results indicate that the didactic material and the stories selected can contribute for the development of physical-natural themes in geography, especially the concept of Living Soil, in association with human actions. The Historical-Critical Pedagogy allowed us to systematize the central problematization of Soil Education: the relation between Society and Nature
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