Professional relevance of chemical content for solving professional problems in the Agronomy specialty

Abstract

The training of highly qualified professionals for the practice of the profession of middle-level technician in Agronomy is a fundamental task to guarantee the quality of productive processes, in accordance with the objectives established in the professional model. Among the subjects that converge to achieve these objectives, Chemistry is positioned as a theoretical-experimental science. In this sense, a problem was identified, consisting of theoretical-practical deficiencies in addressing the relationships between chemical and agronomic content, which limit the solution of professional agrochemical problems in the contexts of Technical and Vocational Education. Considering this, the article aimed to substantiate a didactic model for the professionalization of chemical content in the Agronomy specialty, as well as the methodology that implements it, with the corresponding assessment of its pedagogical relevance and feasibility. The general methodological foundation was based on the dialectical-materialist approach through the combination of methods, techniques, and procedures at the theoretical, empirical, and statistical levels, determined by the general and specific objectives. As main research results, both the conception of the model and the methodology that implements it were generally presented, and the professional relevance of chemical content for solving agrochemical problems in the Agronomy specialty was corroborated.