GEOETHICS AND SUSTAINABLE SOIL USE: FROM THE CURRICULUM TO THE BRAZILIAN CLASSROOMS IN ELEMENTARY EDUCATION

• Type: Article in International Conference Proceedings Book
• Date: 2023

Authors

Hermon Reis Silva (Author) Other; Tiago Ribeiro (Author) FCUP; Rosely Imbernon (Author) Other; Clara Vasconcelos (Author) Other

Conference proceedings International

Title: International Multidisciplinary Scientific GeoConference Surveying Geology and Mining Ecology Management, SGEM

Pages: 633-640

23rd International Multidisciplinary Scientific Geoconference: Science and Technologies in Geology, Exploration and Mining, SGEM 2023

Albena, 3 July 2023 through 9 July 2023

Indexing

Scopus - 0 Citations

Other information

Authenticus ID: P-010-C9C

DOI: 10.5593/sgem2023v/6.2/s27.77

Abstract (EN): <jats:p> In 2015, the Food and Agriculture Organization of the United Nations (FAO-UN) declared soil a finite natural resource in the face of anthropogenic use, occupation, and exploitation. The importance of soil for maintaining life and other natural resources must be adequately addressed in the curricula for natural sciences and geography teaching. The National Common Curricular Base ¿ BNCC, defined for elementary education in Brazil, and the Paulista Curriculum, specific for the state of Sao Paulo, imply that full training related to sustainability requires the student to have competencies intrinsic to the socio-environmental values development and decision. Resorting to field and laboratory activities on the soil in the classroom, it was possible to approach geoethics when discussing the valorisation of georesources. The educational actions involving the inseparability between human activity and the impacts on abiotic cycles were simultaneously addressed in line with the curricular recommendations (BNCC and Paulista Curriculum). Thus, using the natural resource soil, students participated in activities involving environmental awareness, water consumption/preservation, air pollution, waste reduction, and sustainable consumption, among others. This work addressed the teaching of the soil as an irreplaceable resource for protecting life and environmental balance in elementary school, resorting to geoethics as an approach that allowed the development of non-cognitive competencies related to the environment, such as reflection, awareness, and argumentation. The meaningful impact on students made it worth highlighting this geoethics approach to increase knowledge and develop competencies. </jats:p>

Language: English

Type (Professor's evaluation): Scientific

No. of pages: 7