Soil Education and Geography teaching: a study on Ana Primavesi's short story
Elisa PEREIRA, UNIVERSITY OF SÃO PAULO, Brazil
Paula JULIASZ , UNIVERSITY OF SÃO PAULO, Brazil
The soil is frequently portrayed as the product of an interaction between other natural phenomena, as a simple natural resource available to human use or merely as the ground on which society is structured. In opposition to this utilitarian perspective, we introduce the totalizing and humanizing conception of Living Soil, that considers soil as a living and complex organism guided by dynamic balances. We aim to analyse the potentialities of Ana Primavesi’s short story “The Land and The Plough” to soil education in Geography classes through a Historical-Critical approach, emphasizing the development of contents regarding agricultural technology, soil health and society and the consequences of environmental impacts resulting from land use by society and its influence on the production of the geographic space. The research developed is based on a qualitative approach anchored in a dialectical analysis of the data, considering the conception of the role played by Geography on the consciousness formation of the relation between Nature and Society. The data systematization was carried out through a short story analysis table structured in description of space, characters, experiences presented in the tale, problematizations, important physical-natural themes to Geography teaching and Geography contents and concepts. Furthermore, a Conceptual Map served as an instrument to recognise the nature of the relations amongst the concepts, since the connecting terms fulfil the role of highlighting the totality and the sequence of reasoning in the construction of knowledge. The results obtained indicate that the short story analysed can contribute to the development of physical-natural themes in Geography, especially using the concept of Living Soil, articulated with human actions. In this way, the analysis of Ana Primavesi’s short story and its relation to the physical-natural themes contributed to the elaboration of a support material for teachers of basic education.
Mots clés : Historical-Critical Pedagogy|Literary Text |Living Soil