O ensino de Geografia e Agroecologia a partir do uso da Horta didática da EEMTI José Valdo Ribeiro Ramos

Abstract

In basic education, Geography plays a crucial role in developing students' critical thinking. It enables them not only to understand, but to question and propose solutions in the face of social and environmental inequalities. To achieve this, it is essential that students understand how landscapes, places and territories are dynamically constructed and transformed over time, recognizing the interdependence between society and the environment. To achieve this purpose, the Geography teaching and learning process demands the adoption of tools and resources that not only streamline classes, but also express the fundamental concepts of the discipline, offering alternative sources of learning and connecting academic discourse to practice and reality of students. In this context, agroecological teaching gardens emerge as a valuable educational tool for teaching Geography, providing a practical and interactive approach to exploring essential geographic concepts. The present study, conducted in the Didactic Garden of the José Valdo Ribeiro Ramos Full-Time High School, focused on the integration of the principles of Agroecology with the teaching of Geography through the elective subjects of Garden at School and Medicinal Plants. The general objective was to articulate and deepen with students, based on the interdisciplinary relationship between Geography and Agroecology, the importance of agroecological practices in teaching Geography through practical activities in the school's teaching garden. The action research methodology was adopted, characterized as a method of conducting applied research that combines action and reflection in social contexts, with the aim of promoting changes and practical improvements while generating knowledge. The implementation of agroecological teaching gardens as an educational resource proved to be an innovative approach that transcends the conventional classroom environment. This educational expansion involved diverse environments and participants, providing a broad view of geographic knowledge by exploring the complex interactions between physical, biological and socioeconomic components in food production and the use of traditional knowledge about medicinal plants. The integration of Geography and Agroecology content into the teaching garden provided students with a deep understanding of environmental preservation, nutritional quality and sustainable agricultural practices, contributing to the formation of healthy eating habits and the development of conscious citizens.