A poesia de Pedro Munhoz em um diálogo com o conceito de solo: análise de uma prática pedagógica para a formação de professores

Abstract

This work seeks to analyze a pedagogical practice on teaching the concept of soil that happened during a summer course at the Federal University of Lavras. In order to understand how it was conceived by a group of university students, an assessment was made so that those involved expressed the positive points and the points to be improved in the class in question. To analyze the speeches of those involved, we used a method of categorizing speeches, where they were grouped into three categories. The first concerns the dynamics of the class that provided the participation of those involved. The second category refers to the domain of content and preparation that teachers demonstrated to have during development, being a fundamental aspect of the teacher's knowledge. The third is constituted by the speeches related to poetry used as a problematizing resource, proving to be an interesting way of combining the sensitivity of art to the scientific view of the world in order to form more complete citizens as well as human beings. We conclude that the pedagogical proposal was positively conceived by those involved and that being dynamic and participatory is one of its essences, in addition to the fact that the teachers are prepared and confident about the domain of the content and problematize the reality through poetry.