Navegando por Autor "LIMA, Michelle Gomes de"

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PRESERVAR BRINCANDO: HORTA ESCOLAR ORGÂNICA COM GARRAFA PET
(Instituto de Ciências Exatas e Naturais, 2020) LIMA, Michelle Gomes de; SANTOS, Lourivaldo da Silva
The present research aimed to implement an Organic School Garden using Pet Bottles, as a teaching tool in Environmental Education with children aged 3 to 5 years at the Municipal Nursery Sandra Braga in the municipality of Cacau Piréra in the State of Amazonas. To reach the objective, a meeting was held with the parents / guardians of 30 children from the 2nd period of early childhood education in the age group of 3 to 5 years old of the morning and afternoon shift who accepted the invitation of the school management. The objective of the project was exposed, the TCLE was given and explained and questionnaire A was also given to them, containing two questions about their children's food preferences and the importance of the school garden. Afterwards, topics related to fertilizing the soil, growing vegetables and the importance of recycling PET bottles were discussed with the school community. Established the location for the implantation of the vegetable garden according to the availability of sun, water, terrain conditions and protection from strong and cold winds, being implemented in a rectangular area, containing 4 beds, each bed measuring 1.00 meters in length and 40 centimeters in length. width and spacing from 50 cm to a bed and 56 PET bottles were used that were made by the children and by the parents / guardians. The shade was installed over the garden to avoid over-exposure of vegetables to the sun and rain. The groups of children, under the coordination of the daycare center teachers and coordinators, continued to plant lettuce, cabbage, chives and chicory seedlings and seedlings. During this action, questions related to the physical, chemical and biological aspects, and verification of the general state of the soil found in the area of the beds were raised, with the need to use organic matter (compost and manure) to improve the quality of the vegetables. In the classroom, the dates and times for watering the beds were planned, and distributed among groups of children. After planting, the vegetables were harvested, prepared and served to the children at lunch. After the planting activity, the questionnaire B was given to the teachers of the participating classes, which listed the activities that the children liked most and what they did not like regarding the care of the vegetable garden. The activities resulted in the children's motivation contributing to their school performance and awareness of the environment.