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

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. Hermom Silva; Tiago Ribeiro; Rosely Imbernon; Clara Vasconcelos
10.5593/sgem2023V/6.2/s27.77
10.5593/sgem2023v/6.2
1314-2704
978-619-7603-66-8
English
23
6.2
•    Prof. DSc. Oleksandr Trofymchuk, UKRAINE 
•    Prof. Dr. hab. oec. Baiba Rivza, LATVIA
Green Design and Sustainable Architecture
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.
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This work was supported by: i) the State of Sao Paulo Research Foundation (FAPESP)with reference 2021/14808-6; ii) the Strategic Funds with references UIDB/04423/2020and UIDP/04423/2020 through national funds financed by the Portuguese NationalFunding Agency for Science, Research, and Technology [Fundacao para a Ciencia e aTecnologia (FCT)].
conference
https://doi.org/10.5593/sgem2023V/6.2/s27.77
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Proceedings of 23rd International Multidisciplinary Scientific GeoConference SGEM 2023
23rd International Multidisciplinary Scientific GeoConference SGEM 2023, 28-30 November, 2023
Proceedings Paper
STEF92 Technology
International Multidisciplinary Scientific GeoConference-SGEM
SWS Scholarly Society; Acad Sci Czech Republ; Latvian Acad Sci; Polish Acad Sci; Russian Acad Sci; Serbian Acad Sci and Arts; Natl Acad Sci Ukraine; Natl Acad Sci Armenia; Sci Council Japan; European Acad Sci, Arts and Letters; Acad Fine Arts Zagreb Croatia; Croatian Acad Sci and Arts; Acad Sci Moldova; Montenegrin Acad Sci and Arts; Georgian Acad Sci; Acad Fine Arts and Design Bratislava; Russian Acad Arts; Turkish Acad Sci.
633-640
28-30 November, 2023
website
9650
environmental education; geoethics; geosciences; soil rational use