A WORKSHOP ON BIOINPUTS AND COMPOSTING IN INITIAL TEACHER EDUCATION IN AGRARIAN SCIENCES: AN EXPERIENCE REPORT

Abstract

This article analyzes the contributions of a workshop on bioinputs and composting to the initial education of undergraduate students in Agrarian Sciences. It is a qualitative, descriptive, and reflective experience report developed within the Institutional Teaching Initiation Scholarship Program (PIBID). The workshop was held in March 2025 after three months of planning and involved approximately 40 participants. The analyzed material comprised the teaching plan, activity records, collective responses displayed through Mentimeter, and reflective notes produced after the event. The interpretation was organized around three dimensions: planning and transformation of technical knowledge into teachable content; pedagogical mediation and articulation between theory and practice; and participation, assessment, and learning to teach. The results showed that the experience mobilized scientific and pedagogical knowledge and required language adaptation, organization of teaching, mediation of questions, and reflection on decisions made during the workshop. Participation was more evident in the practical and interactive stages, but the instruments used do not demonstrate lasting learning. It is concluded that the workshop provided a relevant space for experimenting with teaching, although future activities should incorporate more systematic assessment procedures.