A contribuição da geografia escolar nas questões ambientais para a formação do técnico agrícola no Instituto Federal Baiano - Campus Catu.

Abstract

This research takes us to a reflection about the contribution of School Geography in the curriculum of the Agricultural Technician through the discussion of environmental questions. The aim of this research is to comprehend how the geography teaching, through the studying of environmental questions, can contribute to the formation of the Agricultural Technician, having in mind a formation that links contents of general teaching to a technical subject. This knowledge will be reached through interviews with students of 2nd and 3rd grades in the course of Agricultural Technician integrated into high school, at the Instituto Federal Baiano - Campus Catu. In this context, the researcher assumes that for the formation of high school technicians who will work in Brazilian agricultural business is necessary the transmission of knowledge in a way that the traditional subjects of high school should be straightly integrated to the technician contents. Besides is also necessary to make the students sensitive to environmental questions in order to guarantee that the school is preparing technicians with a critical vision and enough knowledge to transform their environment through the perspective of Environment Development, promoting the formation of “citizens” who know the general problems of Brazilian society in their multiple aspects, such as social, economical, political and environmental issues. The result of the research made leads to the conclusion that in first place the Geography teaching is consistent with the formation of the Agricultural Technician and that concepts like nature and environmental questions are straightly linked to the understanding of the relation between society and nature that collaborates for the student understands the earth not as a bargaining chip for capital accumulation but as an element of economical and sustainable development. The last conclusion is that the concept of sustainable development is not so released among students but the practices to take to it are well known by them. Besides, the reform of agricultural education that divides enabling agricultural into agricultural and livestock seems not to promote employability.