Didactic treatment of hydroponics in the subject of Agrotechnology of the Technical Agricultural Baccalaureate

Abstract

Introduction: Hydroponics is a technique that does not require, at any stage of its growth, soil as a support or source of nutrition and can be adapted to any space, hence the significance of its implementation for socioeconomic development. It is therefore valid to incorporate it into the teaching-learning process from the Agrotechnology subject in the formation of the technical agricultural baccalaureate. However, little treatment of this technique is observed in the study plan of the technical agricultural baccalaureate, a situation that has among its causes the insufficient use of the potential of the teaching-learning process of the Agrotechnology subject, as well as the absence of research on this issue; this motivated the research that identified as the objective of implementing theoretical-practical activities of hydroponics in the agrotechnology subject, to contribute to the development of the professional profile of the bachelor in agricultural production. Materials and methods: In the research, special attention was paid to the consistency and reliability of the methods and techniques applied, focusing specifically on the design and implementation of surveys as the main instrument for data collection. Results: The inclusion of hydroponics in the curriculum can offer a wide range of opportunities, from the development of practical skills to the promotion of innovation, sustainability and community education. Discussion: There is a majority acceptance by teachers in the implementation of a methodological guide that systematizes the effective incorporation of hydroponics in the agrotechnology module. The practical contents taught in the agrotechnology subject effectively reflect the current demands and advances in the agricultural field, so implementing new techniques would be in line with current demands. Conclusions: The implementation of theoretical-practical activities from the agrotechnology subject of the agricultural technical baccalaureate for hydroponics would be beneficial to optimize teaching practices that, consequently, improve students' understanding of the agrotechnology module.