ABSTRACT The traditional paradigm of education, although outdated, still supports Soil Educational procedures in several Brazilian universities. However, the strategic documents of these institutions (Institutional Development Plan-IDP, Institutional Political Project-IPP and Pedagogical Projects of Courses-PPC's) support a critical vision of education, which converges with the emancipatory paradigm and with the purpose of Soil Education (SE), which is the formation and transformation of subjects for conscious actions in reality. To overcome this problem, we propose educational procedures guided by emancipatory principles for two disciplines related to the subject of soils in Higher Education (HE) in a traditional paradigm structure, with the objective of meeting the conception of education supported in the strategic documents of a Brazilian public university and achieving the purpose of SE. A bibliographical research and documental analysis of the strategic documents were carried out to form a theoretical and methodological base. In addition, emancipatory principles were considered in the elements that made up the educational procedures in SE. The proposal was analyzed and discussed based on the behavior of these principles in the structure of the disciplines. To verify how the proposal articulates with the conception of education defended by the university, the analysis started from the didactic-pedagogical aspects expressed in the IDP, IPP, PPC's and Teaching Plans of the disciplines involved in the research. We emphasize that it was possible to propose and apply educational procedures on soils with emancipatory principles within a traditional paradigm structure. Some principles were considered in essence, while others could not be considered or were only partially considered, showing that the traditional paradigm limits principles that go against its foundations. The proposal responded more to the concept of critical education defended in the strategic documents than the Soil Educational procedures with traditional principles elaborated and used by professors, since the proposal considered the student’s protagonism, the constitution of their autonomy, knowledge as relational, research as an educational principle, interculturality and procedural and continuous evaluation. On the other hand, procedures with traditional principles considered students as passive subjects, knowledge was seen as fragmented and their approach was made in an authoritarian way, disregarding students’ knowledge and the evaluation was quantitative. Furthermore, the convergence of educational intentionality between Education in Soils and education with emancipatory principles allows us to state that the emancipatory paradigm was an alternative to achieve the educational and formative purpose in educational processes on soils. outdated universities However PlanIDP, PlanIDP Plan IDP Plan-IDP ProjectIPP Project IPP CoursesPPCs Courses PPC s Courses-PPC's SE, SE , (SE) reality problem HE (HE base addition didacticpedagogical didactic pedagogical PPCs essence foundations professors student protagonism autonomy relational principle hand way quantitative Furthermore (SE

ABSTRACT Soil Education aims to give individuals a transforming formative process for conscious actions related to the soil in their life experiences in and with the world. As such, the educational methodologies addressing soil-related contents should be in dialogue with the purpose of this educational process. On the perspective of education for social transformation, it is recommended that professors of Higher Education avoid from pedagogical actions with traditional approaches, and start using other strategies and methodologies centered on students and their context. With the challenge of addressing the implementation of emancipatory principles in educational procedures within the disciplinary structure of a traditional paradigm of education and achieving the aim of Soil Education, we put forward the Alternative Methodology of Problem Cases (AMPC), which was shaped up from two methodologies with constructivist principles, P roblem-Based Learning (PBL) and Team-Based Learning (TBL). This methodology is divided into three phases (preparation, application, and reflection), which are in turn divided into seven steps that complement each other (recovery of socio-historical knowing and knowledge; study of the themes; problem case resolution; team guidance; individual activity report; and individual and collective feedback). In addition, the steps contain individual and team assignments, which revolve around the resolution of problem cases related to the future profession. The AMPC is different from PBL and TBL as the former is grounded on emancipatory principles that facilitate the development of educational processes that value the socio-historical knowing and knowledge of individuals and enable the development of students’ autonomy, creativity, critical thinking, and awareness for actions in real life. The challenges through which individuals can develop relational, complex, and critical thinking, apply them to professional life situations, confront and reframe their knowledge and knowing, as well as create solutions and plan future scenarios with the practice of solving problem cases about soils consist in the capacity of AMPC to be efficient to soil learning.

ABSTRACT The teacher’s formative process is developed by a critical reflective response to the paths of life, the profession, and its practices. The teacher’s formative process analysis should consider the process’s objectives (theoretical, practical, and emancipatory), and the dimensions that make up the teacher (person, practices, and profession). As a result, this study aims to introduce the elements that outline the categories stemming from the relationship matrix between the objectives and the dimensions, and use them to analyze a formative process in Soil Education assessed using Formative (Auto)biographical Narratives. The research subjects were 61 teachers active in the Public Education System in the cities of Campo Largo and Curitiba, state of Paraná, Brazil, who took part in the formative process known as Soil Program for Teachers within the Soil at School Project from the Federal University of Paraná, held in 2018. Data collection was performed through written narratives given in response to three groups of open-ended questions, which aimed to encourage teachers to think deep. We performed the Content Analysis in the narratives while differentiating expressions associated with the elements in each category, and, consequently, the frequency of the expressions was recorded. As for the Theoretical Objectives within the analysis of the Program, in which the teacher is the study object, we found that the teachers built and rebuilt knowledge and expertise about the soil while drawing on the relationship between the formative conceptual approaches and the recollection of their professional and personal experiences through the Narratives. Within the Practical Objectives, in which self-formation is analyzed, the Narrative influenced a critical and reflective perspective about the person, the practice, and the profession, while driving teachers to their self-formation and creating their professional identity. As for the analysis of the Emancipatory Objectives, which demonstrate the change of reality, the teacher’s transformation was seen in their change of attitude and practices, as well as in their intent to get involved with the school. We concluded that the elements proposed to outline the nine categories were effective to analyze the formative process in Soil Education, by taking into account, in an integral way, the Objectives of the analysis and the Dimensions that make up the teacher while in his/her formative process. We would also like to point out that the Narratives were an important instrument for continuous education in Soil Education.

Agricultural sustainability depends on the soil functionality in mechanisms that support plant and animal productivity, water and nutrient cycling, and contamination buffering. Therefore, roots and soil samples from two typical agricultural systems in the Atlantic Forest biome were collected, to evaluate their sustainability through the relationship between roots and soil functionality. The agricultural systems were annual fields as, maize (Zea mays L.) and perennial, palm (Bactris gasipaes K.). The roots were collected from monoliths (48 x 30 x 5 cm) and after, they were gently washed. The root profiles with the IDRISI and SAFIRA softwares were scanned and then analyzed. Soil samples were submitted to evaluations of microbial-C biomass and physical and chemical attributes. The palm field produced more dry matter roots and had greater root area and volume than the maize field (cf. 1.37 versus 0.14 t ha-1). Considering the 0-5 cm layer, the palm field sustained larger mean weight diameter of soil aggregates (4.2 versus 3.4 mm) and held higher saturation of bases (65 versus 47 %) than the maize. Although the palm field did not have larger total organic C content (20 versus 24 g kg-1), it stimulated microbial biomass (MB-C; 942 versus 428 mg MB-C kg-1 soil) and decreased metabolic quotient (0.023 versus 0.034 mg C-CO2 g-1 MB-C h-1) in relation to maize field. This clear relationship between root and soil attributes indicates that better root development contributes to improve soil functionality and for consequence the sustainability of agricultural systems. Therefore, crop systems and soil managements that privilege root growth are better choice to reach the agricultural sustainability

La sustentabilidad agrícola depende de la funcionalidad del suelo en mecanismos que suporten la productividad vegetal y animal, el ciclo del agua y de los nutrientes y el tamponamiento de contaminación. Para tanto, las muestras de raíces del suelo de dos sistemas agrícolas típicos en el bioma de la Mata Atlántica fueron colectadas para evaluar su sustentabilidad a través de la relación entre raíces y funcionalidad del suelo. Los sistemas agrícolas eran cultivo anuales, maíz (Zea mays L.) y perennes palmeras, (Bactris gasipaes K.). Las raíces fueron colectadas de monolitos (48 x 30 x 5 cm) y lavadas suavemente. Los perfiles de raíz fueron digitalizados y después analizados con los softwares IDRISI y SAFIRA. Las muestras del suelo fueron sometidas a evaluaciones de biomasa microbiana-C y atributos físicos y químicos. El cultivo de palmeras produjo más materia seca de raíces y tuvo mayor área y volumen de raíz que el campo de maíz (cf. 1,37 contra 0,14 t ha-1). Considerando la camada de 0 a 5 cm, el campo de palmeras sostuvo mayor peso medio de diámetro de los agregados del suelo (4,2 contra 3,4 mm) y mantuvo mayor saturación de bases (65 contra 47 %) que el maíz. Aunque el cultivo de palmeras no tenga una cantidad total de C orgánico total (20 contra 24 g kg-1), estimuló la biomasa microbiana (MB-C; 942 versus 428 mg MB-C kg-1) y disminuyó el cociente metabólico (0,023 contra 0,034 mg C-CO2 g-1 MB-C h-1) en relación al cultivo de maíz. Esta relación clara entre los atributos de la raíz y del suelo indica que un mejor desarrollo de raíces contribuyó para mejorar la funcionalidad del suelo y, consecuentemente, la sustentabilidad de los sistemas agrícolas. Por tanto, los sistemas de culturas y manejo del suelo que privilegian el crecimiento de las raíces son mejores opciones para alcanzar la sustentabilidad agrícola

O uso de recursos audiovisuais no ensino de solos, como estímulo para os alunos, pode auxiliar na construção de um conhecimento crítico e reflexivo. Este trabalho objetivou analisar a contribuição do vídeo "Conhecendo o Solo" no ensino e na aprendizagem dessa temática no nível fundamental. Com o intuito de estimular os alunos a perceber a importância dos solos nos ambientes, esse vídeo foi aplicado como conteúdo de ensino. Em seguida, foi aplicado um questionário, em que os alunos descreveram as principais ideias transmitidas por esse, especificando os pontos positivos e negativos do recurso utilizado. A análise do questionário revelou que o uso do vídeo foi um facilitador da aprendizagem. Porém, as respostas dos estudantes indicaram que alguns aspectos necessitam de adequações, como o dinamismo, a interatividade, a quantidade de informações e a narração. Mesmo assim, o recurso foi classificado pela maioria dos alunos como adequado, e o repertório de conteúdos apresentou similaridade com o exposto no vídeo, caracterizando-o como um recurso de influência positiva no processo de ensino e aprendizagem.

The use of audiovisual resources in soil teaching, as a stimulus for students, can be useful to develop students' critical and reflexive knowledge. This study aimed to analyze the contribution of the video "Conhecendo o Solo" ("Knowing the Soil") in teaching and learning about this subject in elementary school. In order to stimulate students to realize the importance of soils in the environment, the video was used as teaching content. Then, some questions were applied in which the students described the main ideas it conveyed and specified the positive and negative points of this resource. An analysis of the questions showed that the use of the video was considered a facilitator of learning. However, the students' responses indicated that some aspects need to be adjusted, such as dynamism, interactivity, the amount of information, and the narration. Nevertheless, most students rated the application as appropriate, and the content's list was similar to that shown in the video, characterizing it as a feature of positive influence on the teaching and learning process.

O objetivo deste estudo foi analisar as curvas de pH de três solos representativos da Região de Metropolitana de Curitiba para determinação das taxas de aplicação máxima anual de lodo de esgoto higienizado pelo processo de estabilização alcalina prolongada (lodo EAP), conforme estabelece a legislação, e para comparação com a metodologia de saturação por bases (V%). Os solos foram incubados com seis doses de lodo EAP (pH 9,2) e o pH avaliado em 5 datas até 75 dias. O solo Cambissolo Húmico Distrófico típico, com a capacidade de troca de cátions e teor de carbono mais elevados, atingiu o pH 7 com 49 t ha-1 de sólidos totais (ST); o Latossolo Bruno Distrófico típico com 38 t ha-1 de ST, e o Cambissolo Háplico Distrófico típico, o mais restritivo, indicou que a aplicação anual de lodo EAP não deverá ultrapassar a 31 t ha-1 de ST. Sugeriu-se cautela na seleção do solo representativo. O método V% recomendou quantidades de lodo EAP iguais ou ligeiramente superiores às que atingiram pH 6 pelo método de incubação.

The objective of this study was to analyze the pH curves of three representative soils of the Metropolitan Region of Curitiba for determining the maximum annual application rates of sewage sludge sanitized by prolonged alkaline stabilization process (EAP sludge), as stated in the legislation, and for comparison with the methodology of base saturation (V%). The soils were incubated with six doses of sludge EAP (pH 9.2) and pH measured on 5 dates, up to 75 days. The Inceptisol from Piraquara with the cation exchange capacity and higher carbon content reached the pH 7 with 49 t ha-1 of total solids (ST); the Oxisol with 38 t ha-1 of ST, and to Inceptisol from Pinhais, the most restrictive, indicated that the annual application of sludge EAP shall not exceed the 31 t ha-1 of ST. Caution in selecting representative soil was suggested. The method V% recommended EAP sludge quantities equal or slightly higher than that reached pH 6 by the method of incubation.

O solo é um componente dos ambientes naturais e antropizados. Apesar de sua importância, este conteúdo usualmente não é abordado com a devida qualidade no Nível Fundamental. Este artigo visa abordar os problemas do ensino de solos no nível fundamental, e propor alternativas para melhorar essa situação. É discutido o papel das universidades neste processo, especialmente na melhoria da formação dos professores do Ensino Fundamental. Também são discutidas outras estratégias, como a realização de cursos, publicações, experimentos, exposições didáticas e uso da internet.

Soil is a component of natural and anthropogenic environments. Despite of its importance, the subject of soil is not usually taught in depth in the elementary school. This paper seeks to show the problems in teaching soil at the elementary school as well as to suggest alternatives to reduce these problems. The role of universities in this process is discussed, emphasizing the aspects related to graduate courses. Also the use of other strategies is discussed like: short courses, didactic books, experiments, exhibitions, and the use of internet.

Visando estabelecer uma exploração racional e sustentável dos solos, torna-se necessário conhecer os efeitos dos diversos sistemas de manejo do solo e de culturas sobre o potencial produtivo, uma vez que este fator está diretamente relacionado à sua adoção. Desta forma, o presente trabalho teve por objetivo avaliar o rendimento de grãos obtidos nos diferentes sistemas de manejo do solo e de culturas ao longo de uma sucessão cultural de oito anos. O experimento está instalado em Latossolo Vermelho Distrófico típico, em Ponta Grossa (PR), tendo como tratamentos: plantio direto, preparo convencional (uma aração + duas gradagens leves), preparo mínimo (gradagem média + gradagem leve) e plantio direto com escarificação a cada três anos, distribuídos em blocos ao acaso com três repetições. Para a cultura de milho, não foram observadas diferenças significativas de rendimento de grãos quando se compararam os tratamentos e os anos de cultivo. No ano de 1998 o rendimento de grãos de soja do tratamento PD foi inferior aos tratamentos PM e PC. No ano de 2000, esta cultivar foi substituída pela BRS 133, havendo maior rendimento no tratamento PD em relação ao PC e PM.

To establish a rational and sustainable use of the soil it is necessary to know the effect of different tillage systems on production considering that this factor is directly related to its choice. The present experiment had the objective to evaluate the grain yield under different soil tillage systems after eight years. The experiment was carried out in an oxisoil, in Ponta Grossa - PR, Brazil. The treatments were: no tillage, conventional tillage (one plow and two light disking), minimum tillage (two light diskings), and no tillage with chisel tillage every three years. The experiment was arranged in randomized blocks with three replications. The tillage systems did not affect the grain yield of corn. In 1998, the grain yield of soybean showed that conventional tillage and minimum tillage were significantly higher than no tillage. However, in 2000, the soybean cultivar was replaced by BRS 133, and grain yield was significantly lower in conventional tillage and minimum tillage than no tillage.