Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-01-03T11:08:37Z No. of bitstreams: 1 2015 - Petterson Gon?alves Teixeira.pdf: 16842852 bytes, checksum: e9c00432825a84e2bba0d4f3d19e803b (MD5) / Made available in DSpace on 2017-01-03T11:08:38Z (GMT). No. of bitstreams: 1 2015 - Petterson Gon?alves Teixeira.pdf: 16842852 bytes, checksum: e9c00432825a84e2bba0d4f3d19e803b (MD5) Previous issue date: 2015-11-27 / This study repots the importance of teaching practices and their contribution in the teachinglearning process when they provide both theoretical and practical studies by using IFES?s Soil and Plant Laboratory. The general objective of this study was to analyze the contribution level of IFES?s Soil and Plant Laboratory (LSP) ? Campus Itapina in the academic education of students in the agronomy superior course. Since the LSP is recognized as of excellence around the nation, it was brought about the need to investigate students? and professors? standpoint whether the teaching reaches not only the understanding and mastery of the curriculum subject contents, but also and mainly the development of capabilities to articulate the theoretical and practical knowledge so as to contextualize them in their practical actions during the academic and professional life. To prove the veracity of this study, the methodology adopted the qualitative and quantitative approaches and, according to the purpose, the study was classified as an applied research of exploratory character. As to the technical procedures, the research is classified as bibliographical, documental and participatory. The instruments used for the research were observation, documental research and questionnaires containing open and closed questions answered by students taking the agronomy course during the second semester of the years 2010, 2011 and 2014 as means of comparison of theoretical and practical knowledge. Professors also answered questionnaires if their subjects were related to the soils and plants, according to the curriculum subject contents of the agronomy superior course. This study was organized in chapters, which describe the steps of the agricultural knowledge historicity, the evolution of agricultural teaching at IFES ? Campus Itapina, as well as the emergence of the agronomy course at the institution. It also reports the importance of IFES?s Soil and Plant Laboratory and its relevant contributions to the teaching, research and extension programs in the Campus. The obtained results helped the acknowledgment of the importance of academic practices during the agricultural teaching, according to the data from the questionnaires, which demonstrate the satisfaction rates, the acquired knowledge, the importance of the course, the development of the students, as well as the contribution of the LSP to the education of the students in the agronomy superior course. This research is supposed to contribute to needed changes and improvements in the pedagogical plan for the course so as to significantly contribute to the awakening and increase of the scientific interest of students. / A presente pesquisa relata a import?ncia das pr?ticas de ensino e a contribui??o destas no processo ensino-aprendizagem, quando proporcionam a rela??o te?rico - pr?tico - laboratorial no curso superior de Agronomia. O objetivo geral foi o de analisar o n?vel de contribui??o que o Laborat?rio de Solos e Plantas do IFES ? Campus Itapina exerce para a forma??o acad?mica dos discentes do curso superior de Agronomia. Sabendo-se que o LSP tem seu reconhecimento de excel?ncia em n?vel nacional, surgiu a inquieta??o de se investigar se, para os alunos e docentes do curso de Agronomia, o ensino atinge n?o somente a compreens?o e o dom?nio dos conte?dos das disciplinas curriculares, mas, principalmente, o desenvolvimento de suas capacidades de articular os diversos saberes te?rico-pr?ticos e contextualiz?-los em suas a??es pr?ticas na vida acad?mico-profissional. Para comprova??o da veracidade deste trabalho, a metodologia adotou abordagens qualitativas e quantitativas e, de acordo com a finalidade, classificou-se como pesquisa aplicada, de car?ter explorat?rio. Quanto aos procedimentos t?cnicos, a pesquisa pode ser classificada como bibliogr?fica, documental e pesquisa participante. Os instrumentos de pesquisa utilizados foram a observa??o, a pesquisa documental e a aplica??o de question?rios com perguntas abertas e fechadas aos discentes do curso de Agronomia dos anos de 2010/2, 2011/2 e 2014/2, como forma comparativa ao conhecimento te?rico-pr?tico. Tamb?m se aplicou question?rio aos docentes cujas disciplinas t?m como base o ensino das ?reas afins e correlatas ? solos e plantas, conforme a matriz curricular do curso superior de Agronomia. A organiza??o deste trabalho deu-se por meio de cap?tulos, por onde se transcrevem as etapas da historicidade do conhecimento agr?cola, a evolu??o do ensino agr?cola no IFES - Campus Itapina, at? situar o surgimento do curso de Agronomia nessa institui??o. Destacou-se, tamb?m, a import?ncia do Laborat?rio de Solos e Plantas e sua relevante contribui??o ao ensino, ? pesquisa e ? extens?o do Campus.Os resultados obtidos neste trabalho nos ajudam a compreender qu?o importantes s?o as pr?ticas acad?micas no ensino agron?mico, conforme os dados analisados nos question?rios, que demonstram os percentuais de satisfa??o, conhecimentos adquiridos, a import?ncia do curso, o desenvolvimento dos alunos e a contribui??o do Laborat?rio de Solos e Plantas para a forma??o acad?mica dos alunos do curso superior de Agronomia.Espera-se que esta pesquisa possa contribuir para as mudan?as de melhorias necess?rias no plano pedag?gico de ensino do curso, a fim de incrementar significativamente contribui??es no despertar cient?fico dos discentes.