Constru??o Interdisciplinar de Conhecimentos Atrav?s de um Projeto Agroflorestal no Instituto Federal do Esp?rito Santo ? Campus de Alegre (ES)

• Ano de defesa: 2011
• Autor(a) principal: Paiva, Mauricio
• Orientador(a): Sanchez, Sandra Barros
• Banca de defesa: Morandi Filho, Wilson Jos?, Albino, Sirlei F?tima
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Rio de Janeiro
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o Agr?cola
• Departamento: Instituto de Agronomia
• País: Brasil
• Palavras-chave em Português: Projeto Agroflorestal; Interdisciplinaridade; Educa??o Profissional; Articula??o
• Palavras-chave em Inglês: Agroforestry Project; Interdisciplinary; Professional Education; Articulation
• Área do conhecimento CNPq: Educa??o
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/3771

This research aimed to analyze and evaluate if an agro-forestry project, used as a teaching strategy with Viveiricultura, contributed to the organization and articulation of knowledge between different subjects that make up the course in Agricultural Technical IFES-Campus Alegre in an interdisciplinary perspective. The research involved three groups of students from the first year of school who have chosen to join the project. Two semi-structured questionnaires were used as instruments of data collection, applied after carrying out activities involving the agro-forestry projects. The first part of the research revealed that the vast majority of the students understand the importance of the coordination between the different subjects and the relevance of this joint (though it does not happen in practice) for their professional training. The results also pointed out that the necessary effort to contextualize the knowledge, inter-relating it to the other subjects, is rarely found among the teachers. In the second questionnaire, about the implementation of the project, was found a change in the student's conduct in relation to teaching and learning, especially noticed by the increase on students? participation in the activities, the autonomy and flexibility achieved, and especially by the innovative character of teaching strategy in relation to the traditional model. Due its capacity to reunite interdisciplinary characteristics from each subject, especially vocational, the work with Project-based agroforestry minimizes the fragmentation of knowledge and the historical theory / practice dichotomy. The project, by its dynamic and innovative practice, in some way caused a change in teaching practice in the classroom and in the field, reflected satisfactorily in some important aspects, such as better relationship between theory and practice, greater contextualization of knowledge, greater coordination between the subjects, development of students' creativity, a better relationship between students and teacher, in addition to improving students? autonomy o solve problems.