A importância do cavalo como instrumento didático e pedagógico no processo ensino aprendizagem em escolas agrotécnicas

Abstract

The secondary school integrated to technical and professional education, regarding the curriculum, the High School and professional training contents must be taught with an integrated view during the whole courses, ensuring the indispensable dialogue between theory and practice. Considering the lack of theoretical materials to assist the teachers of agrotechnical schools in the promotion of a wide integration between the High School contents and professional training, the present work aimed to develop a proposal of using equines as a didactic and pedagogical instrument for Biology teaching in schools with technical courses in agriculture integrated to High School. The physical and professional resources of the Fluminense Federal Institute, Campus Bom Jesus do Itabapoana, Rio de Janeiro, were used as reference. For this purpose, practical didactic-pedagogical activities were built up by using equines to enhance the Biological Sciences learning experiences. The methodology consisted in three steps: 1) Initial exploration of contents which could use equines as a model to enhance the learning experience; 2) Elaboration of theoretical-practical didactic sequences which allowed the equine participation to dynamize the Biology classes as well as the integration with the professional formation contents, leading to the acquisition of skills which are important for the Agriculture Technician; 3) Viability of the implementation of equideoculture centers in agrotechnical schools and the search of legal requirements for its implementation and maintenance aiming to increase the practical feasibility of the sequences presented here. Finally, a pattern was developed for the technical knowledge and specific equideoculture skills inclusion, aiming at the future technician professional performance. As results, five major themes with potential for equine usage were prospected: Mammals Zoology, Genetics, Morphology/Physiology and Endotherm. Therefore, five didactic sequences were elaborated, named: „Learning mammals zoology through horses‟; „The horse and the Mathematics‟; „Glucose Metabolism‟; „Thermoregulation as an integrating theme‟; „Mendelian genetics and the equines coat‟. All the sequences were targeted to the second year of High School, even though there is no interconnection among them. We conclude that it is feasible to use equines as a didactic and pedagogical tool for Biology teaching in schools which offer technical courses in Agriculture integrated to secondary education. The equines also generate extra educational benefits through human-equine relationship, that can provide gains in psychosocial, cognitive areas as well as inclusion and extension which an equideoculture center can provide to the local community.