Práticas laboratoriais como recurso didático para a elaboração de atividades para o ensino de solos: estudo de caso dos alunos do Ensino Médio da Escola Estadual de Ouro Preto

This work stems from efforts aimed at proposing new educational methodologies as alternatives to overcome historical problems in teaching and learning relationships, which are prevalent in the Brazilian public education system. Its goal is to design and implement pedagogical practices in Soil Education for first-year high school students at Escola Estadual Ouro Preto (MG), correlating them with the theme of Conservation Units. Additionally, reflections on the use of active methodologies for teaching Geosciences in basic education were intended. Initially, a literature review of articles was conducted on the CAPES journal portal. Subsequently, fieldwork was carried out in the Parque Natural Municipal das Andorinhas (PNMA), along a transect where four geomorphological sites were identified, and profiles were opened with soil samples collected at each site. These samples underwent exploratory laboratory analyses at the Physical Geography Laboratory of IFMG Ouro Preto campus. This stage was crucial for recognizing the morphological, physical, and chemical properties of the soils used in the pedagogical practices. Five practical classes were developed, later implemented at the school targeted in this study. The results obtained demonstrate that the use of active methodologies is highly effective in understanding content related to soil studies, often considered abstract.