Labhorta : contribuições de um caderno pedagógico para o ensino de biologia e química

Abstract

In Mato Grosso population is quite evident peasant culture, even in urban areas, this fact is configured with the significant presence of gardens in schools. The analysis of the school environment in the municipality of Confresa, state of Mato Grosso showed that this space, in most institutions, has only the purpose of production of complementary food to school meals, and disregarded the relationship between practical and experimental actions for building skills and abilities in biology and chemistry teaching. School officials show interest in the implementation of the garden, but assume that there are difficulties in articulating the areas of knowledge with the real situation of students in the school and community. For this, it is necessary to strengthen the collective participatory planning and ongoing education. The construction of an educational notebook to support the pedagogical aspects adds value to the planning and the community, considering the perspective that

knowledge supports the training of professional path leading to action-reflection- action. This work aims to enhance the extracurricular educational space such as

hallways, gardens and courtyards, expanding the learning labs within the school and allowing awareness of the importance of education for research. The garden environment can be recognized as knowledge production enabler with emphasis on biochemical processes, going beyond the walls of the classroom and conventional laboratories being considered culturally acquired knowledge of students and low learning indicators in science. The survey was conducted with the contribution of biology teachers and high school chemistry urban state schools Confresa municipality and aims to contribute to the continuing education of teachers, thus collaborating with the improvement of the quality of teaching-learning process.