Contribuições da residência agrária para a formação acadêmica e para a educação escolar básica

Abstract

This study reports the experiences developed within the Environmental Education Project linked to the Agrarian Residency Program (ARP) of the Federal Institute of Minas Gerais – São João Evangelista Campus (IFMG-SJE), in partnership with the Municipal Government of São João Evangelista, Minas Gerais, Brazil. The project was carried out over a two-year period in three public schools, involving approximately 300 children, with the purpose of contextualizing technical and scientific knowledge within the school and community reality, promoting learning related to environmental awareness, sustainability, and agroecological practices. The actions implemented resulted in significant impacts on the target audience, evidenced by the strengthening of environmental awareness, increased student engagement in pedagogical activities, and an expanded understanding of sustainable practices and socio-environmental responsibility. High levels of acceptance of the project were observed, with approval rates ranging from 80% to 100% among the evaluated classes, 100% of students expressing interest in the continuity of the actions, and more than 70% reporting the application of acquired knowledge within their family environment. These results demonstrate positive effects on behavior, learning processes, and the appreciation of the school environment and environmental care. Regarding academic and professional development, participation in the Agrarian Residency Program directly contributed to the development of technical, pedagogical, and extension-related competencies of the resident, strengthening communication skills, performance in seminars and school activities, as well as improving academic writing and confidence in the preparation of examinations, assignments, and reports. These experiences supported the consolidation of a more autonomous, critical, and confident professional posture. The active participation of the school community and the involvement of teachers trengthened the bonds between school, family, and territory, consolidating the integration of teaching, practice, and citizenship. Finally, it is emphasized that the partnership between IFMG, the Municipal Government of São João Evangelista, and the Agrarian Residency Program was fundamental to enabling socio-educational actions, strengthening both learning processes in basic education and the academic and professional training of the resident.