Agroforestry as a pedagogical instrument: An analysis of two experiences of Environmental Education in public schools at Federal District

Abstract

The objective of this study was to analyze to what extent and in what way the SAFs are activated
in public schools in the Federal District (DF). The research presents some methodological
alternatives for the field of agroecology in urban schools. After mapping the agroforestry
experiments, two schools were selected. Were realized observations, field diary registration
and semi-structured interviews with teachers involved. The experiences were designed differently
in schools, in the first the SAF contributed in a transformative way in the relation of the
school and in the second school the environmental dimension was perceived, but in a very
reductionist and behavioralist way, characteristics that still show hegemonic in the practices
of environmental education. An agroecological approach allows access to invisible knowledge
within the school and the urban environment, contributing to educational processes that are
more humanized and sensitive to contemporary problems.