Possibilidades na construção do conhecimento na escola agroecológica Sítio Esperança, em Lambari-MG

Abstract

It was sought to know, more deeply, in this work, the construction of knowledge by the principles of Agroecology in the social sphere in the transversality of the disciplines of the School Sítio Esperança, located in the municipality of Lambari, in the South of Minas Gerais. Agroecology refers to the study of agriculture under the ecological eye, which approaches its contents comprehensively, improving and maximizing the agroecossystem and socio-cultural, ecological, economic and technical aspects. The insertion of the principles of Agroecology into the formal content of the students’ education is an important fact that deserves a close look at the playful way in which this integration occurs and to attend to the principles of Environmental Education through meaningful learning. In this study, it was proposed to identify the processes as pedagogical proposals to be worked on in other school realities and some results from the agroecological principles during the students’ learning, given the challenges that surround them. The research was carried out during the school day, between class intervals. The participation of educators and staff was spontaneous. The results obtained were organized and synthesized with the purpose of knowing in which aspect the principles of Agroecology can be a relevant factor for the learning of children and young people in the school phase. In this way, the research was also conducted to identify how the school guides students to understand, through contact with nature, the meanings of the contents of the school curriculum in a practical and natural way, improving human values and ideal for the future. Human principles and values, such as caring for living beings, respect for the environment and appreciation of local cultures and traditions, are relevant factors that direct student learning, since the stated objective of the school is to guide students to take the lived experience for the rest of their lives and, if possible, to disseminate these concepts and examples to the people with whom they live. The differential of the school is to work the human values, through Environmental Education. And these values are taught through Significant Learning, whose main instrument is Agroecology.