PRACTICE APPROACH IN SOIL PROFILE CONSTRUCTION: USING TERRARIUMS AS EDUCATIONAL RESOURCES

Abstract

This research aimed to demonstrate students' interaction in practical activities both individually and collectively through the construction of terrariums representing soil profiles. These terrariums simulate ecosystems on a small scale, enabling students to observe, compare, and understand soil formation. The methodology employed a qualitative approach with literature review and the Freinet method, emphasizing individual attention within collective work and the construction of didactic materials. As a result, it was noted that connecting content with students' social practice produced a differentiated alternative for soil teaching, allowing students autonomy in the production of knowledge in soil teaching and learning. Thus, the student occupies a central position, and the educator perceives their potential as beings who act in the learning process, subjects who think, act, build, and reconstruct their knowledge.