Agrinho: a rhizome in experimentation in schools of Terra Roxa

Abstract

This article deals with a reflection on the need to adapt teaching methods and techniques to a new student profile that is part of the 21st century, in which the presence of technology, transdisciplinarity and transversality interfere in many aspects of your life. In this way, we seek a greater understanding of the Programa Agrinho, which is made available in the municipal education network of Terra Roxa - PR, as an opportunity for teaching experimentation and breaking paradigms long perpetuated and in dissonance. We also aim to analyze the possibilities of interlocking between the rhizome concepts and the pedagogical proposal of the Programa Agrinho. The authors who support the theoretical basis of this study are: Dal Molin (2003), Deleuze and Guattari (1995), Delors (2000), Gallo (2000), Morin (2000), Nicolescu (2000), among others. According to the data presented, we note how much rhizomatic education is present in the Programa Agrinho proposal and how much it can contribute to the necessary changes in the ways of thinking teaching since the first school years.

Keywords

• programa agrinho
• rizoma
• experimentação docente.