SOILS AND EDUCATIONAL PRACTICES: STUDY FROM THE ARTICLES PRESENT IN THE AXIS TEACHING GEOGRAPHY IN THE BRAZILIAN SYMPOSIUM OF APPLIED PHYSICAL GEOGRAPHY (SBGFA) 2019

Abstract

This text refers to the results of scientific initiation research that continued the analyses and discussions that have been held since 2014, in a research entitled "Teaching Geography at the Brazilian Symposium on Applied Physical Geography: study of contents and geographical and pedagogical approaches from 2003". In this work, the specific objective is to evaluate the geographic approach and knowledge of Soil present among the articles of the event, as well as the didactic-pedagogical references presented. It is understood as important and necessary to discuss the relationship between society and nature in the scope of school geography, especially the discussion of this physical-natural component and its appropriation and use, capable of configuring different landscapes and territories. The documentary and exploratory research follows the methodology of content analysis, which includes several readings of each text, identification of categories, analysis of soil approaches and conceptions and proposed practices. Despite the perceived search for the break with patterns of a traditional teaching, it was found that the approach of the theme in the works remains, to a large ly, academicist and more focused on the understanding of the Soil as an isolated and disconnected element of space. More than 70% of the studies discuss the soil issue from regional and global scales, disregarding the geography of the student and, consequently, the search for a more significant soil geographic education. In addition to this aspect, less than 50% of the studies present important conceptions in geography practices, such as the definition of procedural and value contents and the presence of constructivist approaches to teaching.