Este trabalho analisa diferentes tipos de games de simulacao de agricultura e suas possibilidades... more Este trabalho analisa diferentes tipos de games de simulacao de agricultura e suas possibilidades de uso no ensino tecnico agricola. Os games possuem grande potencial de serem utilizados no ensino tecnico agricola, em uma perspectiva baseada na aprendizagem tangencial. A aprendizagem tangencial defende a elaboracao de games de entretenimento com conteudos educacionais e games de simulacao de agricultura, por suas proprias caracteristicas, ja apresentam estas qualidades. Os games analisados foram: SimFarm; Jonh Deere American Farmer; John Deere: Drive Green; Agricultural Simulator; Professional Farmer e Farming Simulator. A partir dos elementos destes games, foram destacados aqueles que possuem potencial de aprendizagem tangencial e entao desenvolvidas tres propostas de utilizacao destes games em sala de aula, todos com a perspectiva de promover a integracao entre teoria e pratica atraves de uma proposta baseada na resolucao de problemas.
This paper presents the use video games in a technical course in agriculture. Two games were used... more This paper presents the use video games in a technical course in agriculture. Two games were used: John Deere American Farmer and John Deere: Drive Green. The following curriculum components, with their contents, were worked:
This article presents the results of an experiment to develop Android application in a collaborat... more This article presents the results of an experiment to develop Android application in a collaborative proposal in a high school Technical Course in Vocational Agriculture Integrated Education. The proposed use and development of applications for student joins two fundamental aspects of technology appliedon education: expand the spaces and times of learning beyond the school and encourages student participation through an instrument that is in your everyday, independent of their origin (urban or rural).
Over half of the 21 Mha of soybean planted in Brazil is now transgenic glyphosate-resistant (GMRR... more Over half of the 21 Mha of soybean planted in Brazil is now transgenic glyphosate-resistant (GMRR). A field experiment was carried out to investigate whether the application of glyphosate or imazethapyr to the GMRR variety reduced the input of N2 fixation (BNF). No effects on yield, total N accumulation, nodulation and BNF (δ15N) could be assigned to the genetic modification of the plant. Imazethapyr reduced soybean yield but had no significant effect on BNF. Even though yields were not affected by glyphosate, the significant reduction of nodule mass and BNF to the GMRR suggests that the use of this herbicide could lead to an increased dependence on soil N and consequently an eventual decrease of SOM reserves.
Over half of the 21 Mha of soybean planted in Brazil is now transgenic glyphosate-resistant (GMRR... more Over half of the 21 Mha of soybean planted in Brazil is now transgenic glyphosate-resistant (GMRR). A field experiment was carried out to investigate whether the application of glyphosate or imazethapyr to the GMRR variety reduced the input of N2 fixation (BNF). No effects on yield, total N accumulation, nodulation and BNF (δ15N) could be assigned to the genetic modification of the plant. Imazethapyr reduced soybean yield but had no significant effect on BNF. Even though yields were not affected by glyphosate, the significant reduction of nodule mass and BNF to the GMRR suggests that the use of this herbicide could lead to an increased dependence on soil N and consequently an eventual decrease of SOM reserves.
Over half of the 21 Mha of soybean planted in Brazil is now transgenic glyphosate-resistant (GMRR... more Over half of the 21 Mha of soybean planted in Brazil is now transgenic glyphosate-resistant (GMRR). A field experiment was carried out to investigate whether the application of glyphosate or imazethapyr to the GMRR variety reduced the input of N2 fixation (BNF). No effects on yield, total N accumulation, nodulation and BNF (δ15N) could be assigned to the genetic modification of the plant. Imazethapyr reduced soybean yield but had no significant effect on BNF. Even though yields were not affected by glyphosate, the significant reduction of nodule mass and BNF to the GMRR suggests that the use of this herbicide could lead to an increased dependence on soil N and consequently an eventual decrease of SOM reserves.
Costuma-se pensar a educação do ponto de vista da relação entre a ciência e a técnica ou, às veze... more Costuma-se pensar a educação do ponto de vista da relação entre a ciência e a técnica ou, às vezes, do ponto de vista da relação entre teoria e prática. Se o par ciência/técnica remete a uma perspectiva positiva e retificadora, o par teoria/prática remete sobretudo a uma perspectiva política e crítica. De fato, somente nesta última perspectiva tem sentido a palavra "reflexão" e expressões como "reflexão crítica", "reflexão sobre prática ou não prática", "reflexão emancipadora" etc. Se na primeira alternativa as pessoas que trabalham em educação são concebidas como sujeitos técnicos que aplicam com maior ou menor eficácia as diversas tecnologias pedagógicas produzidas pelos cientistas, pelos técnicos e pelos especialistas, na segunda alternativa estas mesmas pessoas aparecem como sujeitos críticos que, armados de distintas estratégias reflexivas, se comprometem, com maior ou menor êxito, com práticas educativas concebidas na maioria das vezes sob uma perspectiva política. Tudo isso é suficientemente conhecido, posto que nas últimas décadas o campo pedagógico tem estado separado entre os chamados técnicos e os chamados críticos, entre os partidários da educação como ciência aplicada e os partidários da educação como práxis política, e não vou retomar a discussão.
Este trabalho analisa diferentes tipos de games de simulacao de agricultura e suas possibilidades... more Este trabalho analisa diferentes tipos de games de simulacao de agricultura e suas possibilidades de uso no ensino tecnico agricola. Os games possuem grande potencial de serem utilizados no ensino tecnico agricola, em uma perspectiva baseada na aprendizagem tangencial. A aprendizagem tangencial defende a elaboracao de games de entretenimento com conteudos educacionais e games de simulacao de agricultura, por suas proprias caracteristicas, ja apresentam estas qualidades. Os games analisados foram: SimFarm; Jonh Deere American Farmer; John Deere: Drive Green; Agricultural Simulator; Professional Farmer e Farming Simulator. A partir dos elementos destes games, foram destacados aqueles que possuem potencial de aprendizagem tangencial e entao desenvolvidas tres propostas de utilizacao destes games em sala de aula, todos com a perspectiva de promover a integracao entre teoria e pratica atraves de uma proposta baseada na resolucao de problemas.
This paper presents the use video games in a technical course in agriculture. Two games were used... more This paper presents the use video games in a technical course in agriculture. Two games were used: John Deere American Farmer and John Deere: Drive Green. The following curriculum components, with their contents, were worked:
This article presents the results of an experiment to develop Android application in a collaborat... more This article presents the results of an experiment to develop Android application in a collaborative proposal in a high school Technical Course in Vocational Agriculture Integrated Education. The proposed use and development of applications for student joins two fundamental aspects of technology appliedon education: expand the spaces and times of learning beyond the school and encourages student participation through an instrument that is in your everyday, independent of their origin (urban or rural).
Over half of the 21 Mha of soybean planted in Brazil is now transgenic glyphosate-resistant (GMRR... more Over half of the 21 Mha of soybean planted in Brazil is now transgenic glyphosate-resistant (GMRR). A field experiment was carried out to investigate whether the application of glyphosate or imazethapyr to the GMRR variety reduced the input of N2 fixation (BNF). No effects on yield, total N accumulation, nodulation and BNF (δ15N) could be assigned to the genetic modification of the plant. Imazethapyr reduced soybean yield but had no significant effect on BNF. Even though yields were not affected by glyphosate, the significant reduction of nodule mass and BNF to the GMRR suggests that the use of this herbicide could lead to an increased dependence on soil N and consequently an eventual decrease of SOM reserves.
Over half of the 21 Mha of soybean planted in Brazil is now transgenic glyphosate-resistant (GMRR... more Over half of the 21 Mha of soybean planted in Brazil is now transgenic glyphosate-resistant (GMRR). A field experiment was carried out to investigate whether the application of glyphosate or imazethapyr to the GMRR variety reduced the input of N2 fixation (BNF). No effects on yield, total N accumulation, nodulation and BNF (δ15N) could be assigned to the genetic modification of the plant. Imazethapyr reduced soybean yield but had no significant effect on BNF. Even though yields were not affected by glyphosate, the significant reduction of nodule mass and BNF to the GMRR suggests that the use of this herbicide could lead to an increased dependence on soil N and consequently an eventual decrease of SOM reserves.
Over half of the 21 Mha of soybean planted in Brazil is now transgenic glyphosate-resistant (GMRR... more Over half of the 21 Mha of soybean planted in Brazil is now transgenic glyphosate-resistant (GMRR). A field experiment was carried out to investigate whether the application of glyphosate or imazethapyr to the GMRR variety reduced the input of N2 fixation (BNF). No effects on yield, total N accumulation, nodulation and BNF (δ15N) could be assigned to the genetic modification of the plant. Imazethapyr reduced soybean yield but had no significant effect on BNF. Even though yields were not affected by glyphosate, the significant reduction of nodule mass and BNF to the GMRR suggests that the use of this herbicide could lead to an increased dependence on soil N and consequently an eventual decrease of SOM reserves.
Costuma-se pensar a educação do ponto de vista da relação entre a ciência e a técnica ou, às veze... more Costuma-se pensar a educação do ponto de vista da relação entre a ciência e a técnica ou, às vezes, do ponto de vista da relação entre teoria e prática. Se o par ciência/técnica remete a uma perspectiva positiva e retificadora, o par teoria/prática remete sobretudo a uma perspectiva política e crítica. De fato, somente nesta última perspectiva tem sentido a palavra "reflexão" e expressões como "reflexão crítica", "reflexão sobre prática ou não prática", "reflexão emancipadora" etc. Se na primeira alternativa as pessoas que trabalham em educação são concebidas como sujeitos técnicos que aplicam com maior ou menor eficácia as diversas tecnologias pedagógicas produzidas pelos cientistas, pelos técnicos e pelos especialistas, na segunda alternativa estas mesmas pessoas aparecem como sujeitos críticos que, armados de distintas estratégias reflexivas, se comprometem, com maior ou menor êxito, com práticas educativas concebidas na maioria das vezes sob uma perspectiva política. Tudo isso é suficientemente conhecido, posto que nas últimas décadas o campo pedagógico tem estado separado entre os chamados técnicos e os chamados críticos, entre os partidários da educação como ciência aplicada e os partidários da educação como práxis política, e não vou retomar a discussão.
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