Avaliação Diagnóstica no Ensino de Solos na Amazônia: Um Olhar Geográfico

Abstract

This article aims to initiate a reflection on the Teaching of Soils in School Geography in Technical Courses of Middle Level in an Integrated Form of the Federal Institute of Amazonas (IFAM), CAMPUS Eirunepé. To this end, our first step was to carry out a diagnostic assessment in order to verify previous knowledge and detect possible learning difficulties of students of the Technical Course of Medium Level in Agriculture in the Integrated Form on the subject of soils in the aforementioned campus. The analysis is developed mainly based on the bibliographic review of contributions by Cavalcanti, Libanêo and Luckesi. Based on these contributions, alternatives and possibilities were identified both in the theoretical-methodological scope and in the practical one for understanding the theme in question. Furthermore, the authors' political and ideological posture with regard to the educational process offer us subsidies for understanding and reflecting on pedagogical practice, planning and evaluation. Finally, the results obtained with this pedagogical practice can be a pedagogical tool that makes it possible to see new strategies to enable disciplinary and interdisciplinary actions, thus streamlining teaching about soils.