O sistema de aquaponia como ferramenta didática crítica para projetos em ensino das ciências ambientais : proposição metodológica

Abstract

The Social Technologies seek social inclusion and the improvement of people's living conditions, thus helping to strengthen the promotion of good living and collective care, with life on Earth. Several Social Technologies are geared towards the conservation of the environment, especially for water conservation, among them is the aquaponics system. This system addresses the agroecological principles thus promoting the socioecological resilience of the environment, producing animal and vegetable protein without the use of pesticides and using water in a sustainable way, without harming the environment. The aquaponic system is a mode of production that may also contribute to achieving the Sustainable Development Goals (SDGs), which make up a global agenda, defined by the United Nations (UN). The aquaponics system can be used both as an educational tool as a tool promoting food sovereignty and security of the community involved. Therefore, the objective of this study was to develop a project proposal of Social Technology with the Aquaponic Agroecological system, based on the Active Methodology, Project-Based LearningABProj for teaching environmental sciences. This study was based on a qualitative analysis, carried out through a basic research, focusing on the following themes: aquaponics, the use of projects on teaching, critical environmental education, social technology and SDGs. It can be concluded, therefore, that the social technology of the agroecological system of aquaponic is a teaching tool allied with the promotion of critical environmental education and the sovereignty and food security of the community involved, and may come to collaborate with the achievement of the SDGs proposed by the UN, because in small spaces it is possible to exemplify the natural process of nature, emphasizing the importance of different beings in a single system, helping to improve the competencies of systemic thinking, contributing to the scientific training of students, and giving competence and capacity for management and control of the system, stimulating work in groups and increasing self-esteem, allowing greater contact with nature.