Skip to main content
SpringerLink
Log in

Agroforestry system of the municipal school prof. Benjamin Padoa: a story that needs to be told

  • Published:
Agroforestry Systems Aims and scope Submit manuscript

Abstract

The research aimed to recover the history of the implementation of an agroforestry project at the Professor Benjamin Padoa Municipal School, highlighting the components and organization of this system, as well as its importance in the school context. The methodology used involved the application of a semi-structured questionnaire to members of the school community involved in the project, in addition to the analysis of the political-pedagogical project, documents, videos and photographic records of the school, as well as laws and resolutions of the Municipal Education System. Data analysis was carried out qualitatively, following the development of the project since its inception, seeking to understand the motivations behind the implementation of the agroforestry system in the school and investigating its use and importance for the school community. In addition, the pedagogical potential of these non-formal teaching spaces was verified. The agroforestry system at the Professor Benjamin Padoa Municipal School started in 2003, after the completion of the new physical structure of the school, which left empty areas in the courtyard. Through the planting of several species, the opportunity arose to use this system as a non-formal teaching space, where practical science classes would be held, especially botany, in addition to activities related to environmental education. This theme is important in all subjects of the curriculum and should be worked on throughout all years of basic education. The results showed that, even without specific planning for the implementation of the agroforestry system, the afforestation carried out through practical activities made its creation possible. Based on this, the educational potential of this system as a pedagogical tool was explored.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Source: Mera and Porcé, 2023

Fig. 2

Source: photos provided by the management of E.M. Prof. Benjamin de Padoa

Fig. 3

Similar content being viewed by others

References

  • Abdo MTVN, Valeri SV, Martins ALM (2008) Agroforestry systems and family farming: an interesting partnership. Revista Tecnologia & Inovação Agropecuária 12:50–59

    Google Scholar 

  • Alcorn JB (1990) Indigenous agroforestry systems in the Latin American tropics. In: Altieri MA, Hecht SB (eds) Agroecology and small farm development. CRC Press, Boca Raton, pp 203–218

    Google Scholar 

  • Alvares CA, Stape JL, Sentelhas PC, De Moraes Gonçalves JL, Sparovek G (2013) Köppen’s climate classification map for Brazil. Meteorol Z 22:711–728

    Article  Google Scholar 

  • Araújo GC (2011) Botany in high school. Courses Northern Consortium of Distance Education University of Brasilia and State University of Goiás Degree Course in Biology at a distance. 24 f. Monograph of (Graduation in Biology at a distance), University of Brasilia.

  • Arruda J (2006) Agricultura urbana e peri-urbana em Campinas/SP: análise do Programa de Hortas Comunitárias como subsídio para políticas públicas. 162p. (Master's Dissertation). Faculty of Agricultural Engineering, State University of Campinas - UNICAMP, Campinas.

  • Borges BT, Vargas JD, Oliveira PJB, Vestena S (2019) Practical classes as a strategy for teaching botany in elementary school. ForScience. https://doi.org/10.29069/forscience.2019v7n2.e687

    Article  Google Scholar 

  • Brazil. Ministry of Education. National curriculum parameters: presentation of cross-cutting themes. Environment. Brasilia: MEC/SEF, 1997, 436p.

  • Brazil. Ministry of Education. Secretariat of Fundamental Education. National curricular parameters: environment, health / Secretariat of Fundamental Education. - Brasília: 1997, 128p.

  • Brazil. Decree n. 7.830, of October 17, 2012. Provides for the Rural Environmental Registry System, the Rural Environmental Registry, establishes general rules for the Environmental Regularization Programs, referred to in Law No. 12,651, of May 25, 2012, and makes other provisions. Official Gazette of the Union, Brasilia, 2012a, 3p.

  • Amador DB (2017) Agroforestry education and the pedagogical perspective of agroforestry mutirões. In: Canuto JC (ed) Agroforestry systems: experiences and reflections, 1st edn. Embrapa, Brasilia, DF, p 37

    Google Scholar 

  • Canuto JC (2017) Agroforestry systems: experiences and reflections, 1st ed. Brasília, DF, Embrapa, p 236

    Google Scholar 

  • Canuto JC, Queiroga JL de, Camargo RCR de, Braga KSM, Urchei MA, Watanabe MA (2013) Biodiverse systems in rural settlements: monitoring, role of knowledge and speculations on public policies. In: Jornada de estudos em assentamentos rurais, Campinas. Notebook of abstracts. Campinas: Unicamp, p 14.

  • Coelho MCC (2007) Restoration of riparian forest by the viability of carbon credit: a socio-environmental proposal for low-income community. 110p. Dissertation (Master of Science in Nuclear Technology) São Paulo: Institute of Energy and Nuclear Research IPEN (dissertation).

  • Costa JR, Silva AM, Soares JEC (2017) Environmental education for the adequacy of small farms. Brazilian Journal of Environmental Education (RevBEA) 12(2):96–101

    Google Scholar 

  • Costa RSB, Pereira KS, Martins JSCM (2020) Book "Guide for practical classes in Botany": analysis of the use of didactic materials for teaching. Research, Society and Development, 9(11)

  • de Martins PC, Maneschy DM, Menezes JS, Guerra RDPV, Pereira CS (2021) School environmental education from agroecology and permaculture: the experience of the Permacultural School project. Dev Environ J 58:334–350

    Google Scholar 

  • do Soares Brasil TS, da Silva Andrade MH, Campelo Junior MV, Rodrigues Siqueira JF, dos Santos CG (2023) The agroforestry systems: sustainability, education and environmental knowledge. Geofronter. https://doi.org/10.61389/geofronter.v9i1.7592

    Article  Google Scholar 

  • Dorneles AB, Reis Da Silva AT (2018) Agroforestry as a pedagogical tool: An analysis of two Environmental Education experiences in public schools in the Federal District. Cadernos de Agroecologia, 13(1).

  • Dorneles AB, Silva TR (2020) A agrofloresta como ferramenta pedagógica: Uma análise de duas experiências de Educação Ambiental em escolas públicas do Distrito Federal. In: Redin E (ed) Agroecologia em Foco. Poisson, Belo Horizonte -MG, pp 14–17

    Google Scholar 

  • Embrapa, Brazilian Agricultural Research Corporation. Recovery strategy I Agroforestry systems - SAFs. 2012. Available at:https://www.embrapa.br/codigo-florestal/estrategias-e-tecnicasderecuperacao/controle-de-fatores-de-degradacao. Accessed on March 29, 2023.

  • Farias MR, Rosa AMR, Hacon SSH, Castro HAC, Ignotti E (2010) Prevalence of asthma in schoolchildren of Alta Floresta - municipality to the southeast of the Brazilian Amazon. Brazilian Journal of Epidemiology 13:49–57

    PubMed  Google Scholar 

  • Florentino ATN, Araújo El, Albuquerque UP (2007) Contribution of agroforestry backyards in the conservation of Caatinga plants, Municipality of Caruaru, PE. Brazil. Acta Botânica Brasílica 21(1):37–47

    Article  Google Scholar 

  • Gervazio W, Yamashita OM, Roboredo D, Bergamasco SMPP, Felito RA (2022) Urban agroforestry yards in southern Amazonia: the guardians of agrobiodiversity? Ciência Florestal 32(1):163–186. https://doi.org/10.5902/1980509843611

    Article  Google Scholar 

  • Gianotto DEP, Machado MH, Sert MA, Lima FS (2011) Elaboration and use of teaching materials of botany and zoology by biology teachers. In: V Southern Regional Meeting on Biology Teaching (EREBIO-SUL), IV Latin American Symposium on Science Education of the International Council of Associations for Science Education (ICASE)

  • Hemmelgarn H, Gold M, Ball A et al (2019) Educação agroflorestal para ciências agrícolas no ensino médio: uma avaliação da adoção de novos conteúdos após programas de desenvolvimento profissional de educadores. Sistema Agroflorestal 93:1659–1671. https://doi.org/10.1007/s10457-018-0278-7

    Article  Google Scholar 

  • Hoffmann MRM (2013) Sistemas Agroflorestais para Agricultura Familiar: Análise Econômica. Brasília: Universidade de Brasília, UNB. (Dissertação de Mestrado). p 133

  • Hoffmester SGS et al (2019) Sistema agroflorestal biodiverso: restauração ecológica e educação ambiental. Revista GeoPantanal 14(26):33–47

    Google Scholar 

  • Ibge (Brazilian Institute of Geography and Statistics) 2020 Demographic Census. Available at https://censo2010.ibge.gov.br/resultados.html. Accessed on March 05, 2023.

  • Jacobucci GB, Jacobucci DFC (2008) Caracterização da estrutura das mostras sobre biologia em espaços não-formais de educação em ciências. Ensaio Pesquisa em Educação em Ciências (Belo Horizonte) 10(1):96–112. https://doi.org/10.1590/1983-21172008100107

    Article  Google Scholar 

  • Jesus ACP (2017) Botanical material as a strategy for teaching flower morphology. Course Conclusion Work (Undergraduate Biological Sciences) at Amazonas State University. 22p. http://repositorioinstitucional.uea.edu.br//handle/riuea/642

  • Kabashima Y, Andrade ML, Gandara FB, Tomas FL (2009) Agroforestry systems in urban areas. Revsbau 4(3):01–20

    Article  Google Scholar 

  • Khan N, Jhariya MK, Raj A, Banerjee A, Meena RS, Bargali SS, Kumawat A (2021). Agroforestry and its services for soil management and sustainability. Sustainable intensification for agroecosystem services and management, p 353–377

  • Krasilchick M (2008) Biology teaching practice, 6th edn. EDUSP, São Paulo, p 128

    Google Scholar 

  • León DA (2016) Communication and Agroecology: the experience of the Egídio Brunetto Popular School of Agroecology and Agroforestry. Cadernos de Agroecologia, 11(1)

  • Macdicken KG, Vergara NT (1990) Agroforestry: Classification and management. John Wiley & Sons, New York, p 382

    Google Scholar 

  • Melo E., Abreu FF, Andrade AB, Araújo MIO (2012) Learning botany in elementary school: difficulties and challenges. Scientia Plena, 8(10).

  • Menezes ET (2021) Verbete transversal themes. Interactive Dictionary of Brazilian education - Educa Brazil. São Paulo: Midiamix Editora, 2001. Available at <https://www.educabrasil.com.br/temas-transversais/>. Accessed on June 23, 2021.

  • Micollis A et al. (2016) Restauração ecológica com sistemas agroflorestais.Como conciliar conservação com produção-opções para cerrado e caatinga. Centro Internacional de Pesquisa Agroflorestal. Brasília: ICRAF

  • Montagnini F (1992) Sistemas Agroforestales: Principios y Applicaciones en los tropicos. Organization for Tropical Studies Inc, San José, Costa Rica, p 622p

    Google Scholar 

  • Moraes LA, Santos KPP, Machado RRB, Araújo MFV (2016) Arborization in the schools of the Parque Alvorada neighborhood in Timon - MA: quali-quantitative analysis. Environmental Education in Action, 20(57).

  • Moreira MA, Masini EFS (2011) Significant learning: the theory of David Ausubel. Centauro, São Paulo

    Google Scholar 

  • Nair PKR (1984) Tropical agroforestry systems and practices. In: Furtado JI, Ruddle K (eds) Tropical resource ecology and development. John Willey Ed, Chichester, p 39

    Google Scholar 

  • Nair PKR (1989) Agroforestry systems, practices and technologies. In: Nair PKR (ed) Agroforestry systems in the tropics. Kluwer Academic, London, pp 53–62

    Chapter  Google Scholar 

  • Nair PKR (1993) An introduction to Agroforestry. Kluwer Academic Publishers with ICRAF, The Netherlands, p 496

    Book  Google Scholar 

  • Nair PKR (1984) Soil Productivity Aspects of Agroforestry. Science and. Practice of Agroforestry No. 1. Nairobi: ICRAF, p 94

  • Penereiro FM (2013) Education in contemporary times: nourishing with the experience of the Forest School. 2013. 592 f. Thesis (Doctorate) - University of Brasilia, Brasilia, DF.

  • Piovesan JC, de Oliveira AA, Santana JS, da Silva ASA (2009) Implantação de um Sistema Agroflorestal (SAF) Através de Práticas Agroecológicas no Campus Ondina-Federação da UFBa. Revista Brasileira De Agroecologia, 4(2). Recuperado de https://revistas.aba-agroecologia.org.br/rbagroecologia/article/view/9469

  • Polytical Pedagogical Project of Esc. Mun. Prof. Benjamin Padoa, Alta Floresta-MT-BR, 2015, p 113.

  • Salatino A (2001) Us and the plants: yesterday and today. Revista Brasileira de Botânica 24(4(suplemento)):483–490

    Google Scholar 

  • Silva PGP (2008) O ensino da botânica no nível fundamental: um enfoque nos procedimentos metodológicos, Tese 2008, 146p. Thesis (Doctoral Education for Science) - Paulista State University. Faculty of Sciences, Bauru.

  • Silva AF, Vidal AH, Souza AM, Lima RS (2016) Learning plant morphology: from the fair to the classroom. In: III CONEDU - National Congress of Education, 3. Natal

  • Silva TS (2015) Botany in Basic Education: conceptions of students from four state public schools in João Pessoa about the teaching of Botany. 2015. 98p. Course completion work (Graduation in Biological Sciences) Federal University of Paraíba, João Pessoa.

  • Stanski C, Luz CFP, Rodrigues ARF, Nogueira MKFS (2016) Teaching botany in elementary school: studying pollen through multimodes. Hoehnea 43:19–25

    Article  Google Scholar 

  • Towata N, Ursi S (2010) Analysis of the perception of undergraduate students about the "teaching of Botany in Basic Education". SBenBio J, 3

  • Vasconcellos JMO (2006) Educação e Interpretação Ambiental em Unidades de Conservação. Cadernos de Conservação, 4(4)

Download references

Author information

Authors and Affiliations

  1. Laboratory of Plant Anatomy, Universidade Do Estado de Mato Grosso, Alta Floresta, Mato Grosso, Brazil

    Maridilva Oliveira e Silva Neves & Ivone Vieira da Silva

  2. Center for Agricultural Sciences and Technologies, State University of North Fluminense Darcy Ribeiro, 2000 Alberto Lamego Avenue, Parque Califórnia, Campos dos Goytacazes, RJ, 28013-602, Brazil

    Moisés Ambrósio

Authors
  1. Maridilva Oliveira e Silva Neves
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Ivone Vieira da Silva
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Moisés Ambrósio
    View author publications

    You can also search for this author in PubMed Google Scholar

Contributions

Moisés Ambrósio: Conceptualization, Methodology, Investigation, Writing - Original Draft. Maridilva Oliveira e Silva Neves:} Conceptualization, Data curation, Project administration. Ivone Vieira da Silva: Supervision, Investigation:

Corresponding author

Correspondence to Moisés Ambrósio.

Ethics declarations

Competing interests

The authors declare no competing interests.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Oliveira e Silva Neves, M., da Silva, I.V. & Ambrósio, M. Agroforestry system of the municipal school prof. Benjamin Padoa: a story that needs to be told. Agroforest Syst (2024). https://doi.org/10.1007/s10457-023-00946-9

Download citation

  • Received:

  • Accepted:

  • Published:

  • DOI: https://doi.org/10.1007/s10457-023-00946-9

Keywords

Search

Navigation