A Abordagem interdisciplinar da piscicultura no ensino agrícola no IFCE (Campus de Umirim)

Abstract

The study of pedagogy and the design practice is increasingly placed as necessary, either by the dynamics of the students or by the anxiety of the knowledge practice. Agricultural schools have ample space for such involvement. In these schools, the school subjects relate to their practice. Besides, the teacher's relationship with the student happens in an exchange basis, not only unidirectional, when only the teacher is the possessor of knowledge and the student, the recipient of it. Through the Pedagogy of Projects, in the fish farming subject, the student participated in the learning process, placing meaning through their previous knowledge and connecting them to the explained knowledge. The new knowledge was related in an interdisciplinary way, creating a new vision of learning and teaching. Therefore, doing a teaching guided by the ideas, creativity and execution of the projects, having an insertion in the theory and production of a responsible practicality and based on science and also in the challenges and difficulties of the everyday practices, the unexpected situations and the problem solving. By placing the student as the protagonist of knowledge, he also had the responsibility of learning and teaching from what he learned. This work analyzed the use of the project pedagogy in an interdisciplinary approach in the discipline of Fish Farming in Agricultural Education at IFCE (Umirim Campus, Ceará State), providing the understanding of the theoretical and practical foundations through Pedagogy of Projects, from the management of tilapia fish in masonry tank. The work was carried out with the group of the Technical Program students, considering the students divided into groups of 3 to 5 students. Together with the teacher and researcher in this experience, the proposed project was elaborated and carried out, through daily management and daily experience with the experiment, exchanging ideas, knowledge, doubts and solving possible problems. After this action, the class was evaluated by a qualitative questionnaire of all the moments experienced: direct relation between the subjects, the experiences, the relevance of the learning from the Pedagogy of Projects with an interdisciplinary approach, the benefits, the damages, the motivations and also the learning of the content, the facilitating tool of knowledge, the conduction of sciences in a specific and integrated way, the curricular knowledge of all possible ways of knowing, the knowledge absorbed and diluted mutually between teacher and the students. With all the projects completed, an educational product has been elaborated regarding the use of the Pedagogy of Projects.