Scholarly record
GEOETHICS AND SUSTAINABLE SOIL USE: FROM THE CURRICULUM TO THE BRAZILIAN CLASSROOMS IN ELEMENTARY EDUCATION
Abstract
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.
Publication Impact Profile
- Captures
- Mendeley - Readers: 10
Publication details
References14
Blum, W. E. H. (2005). Functions of Soil for Society and the Environment. Reviewsin Environmental Science and Bio/Technology, 4(3), 75-79.DOI: 10.1007/s11157-005-2236-x
Lehmann, J., Bossio, D. A., Kogel-Knabner, I., & Rillig, M. C. (2020). The conceptand future prospects of soil health. Nature Reviews Earth & Environment, 1(10), 544-553. DOI: 10.1038/s43017-020-0080-8
Lovelock, J., & Margulis, L. (1974). Atmospheric homeostasis by and for thebiosphere: the Gaia hypothesis. Tellus, 26(1-2), 2-10.DOI: 10.3402/tellusa.v26i1-2.9731 https://doi.org/10.1111/j.2153-3490.1974.tb01946.x
Food and Agriculture Organization of the United Nations (FAO) (2015). Soil is anon-renewable resource: Its preservation is essential for food security and oursustainable future. FAO. https://www.fao.org/3/i4373e/i4373e.pdf
Albaladejo, J., Diaz-Pereira, E., & de Vente, J. (2021). Eco-Holistic SoilConservation to support Land Degradation Neutrality and the Sustainable DevelopmentGoals. CATENA, 196, 104823.https://doi.org/DOI: 10.1016/j.catena.2020.104823
Ribeiro, T., Lima, A., & Vasconcelos, C. (2021). The need for transparentcommunication in mining: a case study in lithium exploitation. International Journal ofScience Education, Part B, 11(4), 324-343.DOI: 10.1080/21548455.2021.1999530
Lal, R., Bouma, J., Brevik, E., Dawson, L., Field, D. J., Glaser, B., Hatano, R.,Hartemink, A. E., Kosaki, T., Lascelles, B., Monger, C., Muggler, C., Ndzana, G. M.,Norra, S., Pan, X., Paradelo, R., Reyes-Sanchez, L. B., Sanden, T., Singh, B. R.,...Zhang, J. (2021). Soils and sustainable development goals of the United Nations: AnInternational Union of Soil Sciences perspective. Geoderma Regional, 25, e00398.https://doi.org/DOI: 10.1016/j.geodrs.2021.e00398
Ministerio da Educacao (2019). Base Nacional Comum Curricular � Temastransversais e Contemporaneos. ME. https://shorturl.at/iwGQS
Secretaria da Educacao do Estado de Sao Paulo (2017). Curriculo Paulista deEnsino. SEESP. https://shorturl.at/ayG17
Neaman, A., Stange, C., Zabel, S., Minkina, T. M., Yanez, C., Burnham, E., &Otto, S. (2021). Teaching soil science: The impact of laboratory and field componentson the knowledge and attitude toward soil. Revista Brasileira de Ciencia do Solo, 45.DOI: 10.36783/18069657rbcs20210040
Abit Jr, S. M., Curl, P., Lasquites, J. J., & MacNelly, B. (2018). Delivery andStudent Perceptions of Drive-Through Laboratory Sessions in an Introductory-LevelSoil Science Course. Natural Sciences Education, 47(1), 1-8.DOI: 10.4195/nse2017.07.0015
Charzynski, P., Urbanska, M., Capra, G. F., Ganga, A., Holmes, P., Szulczewski,M.,... & Zhang, S. (2022). A global perspective on soil science education at thirdeducational level; knowledge, practice, skills and challenges. Geoderma, 425, 116053.DOI: 10.1016/j.geoderma.2022.116053
Nobre, M. R. C., Lima Zanetta, R., & Lancarotte, I. (2008). Bringing Up Studentsin the Healthy Lifestyle Multiplier Students Program, Sao Paulo, Brazil. Preventingchronic disease, 5(3). https://pubmed.ncbi.nlm.nih.gov/18618980/
Amador, J. A. (2019). Active learning approaches to teaching soil science at thecollege level. Frontiers in Environmental Science, 7, 111.DOI: 10.3389/fenvs.2019.00111
View or Download full articleAccess options
SWS access login
Login as SWS Scientific CommitteeLogin as SWS Scientific PartnerLogin as SWS AuthorAuthors and approved SWS contributors will read and export their own linked papers after identity matching by SWS profile, email and SGEM GlobalID.
For librarian assistance: [email protected]
Purchase Instant Access
- Article can be downloaded after successful payment.
- Article may be used according to SWS library access terms.
- Article cannot be redistributed.