Implantação de um sistema agroflorestal em uma escola de Ensino Médio: uma análise sobre políticas públicas curriculares e suas implicações no cotidiano escolar

Abstract

The main objective of this work was to reflect on the relationship between curriculum and practice through a school project, to establish relationships with an epistemological perspective of curriculum and to teach Biology. And as specific objectives understand the school project from the contexts of influence, text production, context of practice, context of results and political strategy; reflect the practice from the mix between curriculum by skills, interdisciplinary curriculum or by transversal themes and appreciation of everyday knowledge; develop and implement a school project that expands knowledge based on the spiral curriculum by skills of the state of São Paulo. For this purpose, a theoretical perspective was used that articulated to the empirical dimension allowed making notes on the relationship between social contexts and curricular practice. This work had theoretical references that include the curriculum studies, in the works of Ball and Bowe (1992 and 1994) and Mainardes (2009) regarding the policy cycles. The methodology, of a qualitative nature, was carried out through semi-structured interviews with 10 high school students. The interviews were answered for further analysis of data from the answers of the research subjects. The analyses were organized around the following axes: socioeconomic characterization data; perception about the importance of environmental education and the preservation of the environment. These analyses showed that most students used their daily reference to define in a generalist vision, how to be social. Regarding the conceptions of social and economic order, most of them identify themselves as dependent on their parents. From the analysis of these conceptions of students and guided by the theoretical framework, we developed a didactic notebook that proposes a more articulated approach to environmental education through a didactic sequence that may subsidize all those who are interested in the subject, the possibilities of study and applicability in the classroom expanding the connections (cognitive, cultural, social, technological and environmental) that scientific and technological knowledge can provide to the life of citizens. The implementation of this project to a group of students in the 1st year of high school enabled an analysis of its potentialities relating to the mobilization of concepts of biology, the explanation of prior knowledge and articulation with scientific knowledge of other topics such as agroforestry systems and the environment revealing a movement of reconstruction of knowledge by students evidenced by the questions proposed by them throughout the activity. In addition, the project allowed the approach to the issue of health inserted in a social context that covers from the aspects of public health to those relevant to science itself, because the school articulates knowledge within a social and cultural context. This study enabled a teaching methodology that can be used in various social contexts. In addition, we highlight the importance of a practice aimed at increasing actions with greater meaning in which the conceptual joins the practice in a more comprehensive and articulated perspective overcoming prescribed views, which enable the training of students in age of choices, a broadening of views and as a social practice.