Pedagogical models for tambaqui creation (Colossoma macropomum) in diverse environments

The project "Technology transfer through training and technical assistance for tambaqui breeders (Colossoma macropomum) in the Marajó/PA archipelago is characterized by the opportunity for training, dissemination of technologies, quality academic professional training to students and others involved. For this, the municipality of Curralinho was the stage of extensionist actions realized by Instituto Federal de Educação, Ciência e Tecnologia do Pará (IFPA), Campus Breves. Active methodologies were used through the participation of teachers, fish farmers and students in the construction of pedagogical models. Thus, the objective of this work was to evaluate the use of different models for tambaqui creation. Three models were produced with perspective of implantation in different environments for the region of Marajó: floodplain area, dry land area and field area. A total of 13 fish farmers participated in this action, with whom the power of fixation attention, the understanding, the reflection and the sufficiency of time for each type of model built was evaluated. The Likert scale was used to analyze the data. The results showed that fish farming in floodplain areas presented the highest rates in the parameters studied, while the dry land area and field area models were less interesting in the opinions of the participants. In conclusion, Research, Society and Development, v. 10, n. 1, e011011087, 2021 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v10i1.10187 2 the use of active methodologies through models improved the learning process of the fish farmers during the educational actions of the extension project in aquaculture.


Introduction
The fishes, shrimps, oysters, turtles, alligators, aquatic plants, among others, are created/cultivated through aquaculture . In Brazil, the fish farming corresponds to most of everything produced by aquaculture. The tambaqui (Colossoma macropomum) is one of the fish species, with high production potential and represents an important activity from the social and economic point of view. Mainly, in regions with low Human Development Indexes (HDI), such as the Marajó archipelago, located in the state of Pará, Brazil.
The Marajó presentss diverse natural ecosystems that can be divided into areas of floodplain, igapós, dry land and natural fields. These environments are potential for fish production in the region. In this context, fish farming can promote the supply of fish to the local population, in addition to generating income and fixing the man in the field (Cantisani et al., 2015).
Thus, to overcome the obstacles to the development of this activity, the extension projects in aquaculture presents positive results (Alcântara et al., 2017;Ituassú & Aragon, 2018;Albuquerque et al., 2019;Oliveira et al., 2020).
The teaching, research and extension practices developed by schools, universities and federal institutes are extremely important activities for academic-professional training of students and communities (Silva, 2017). This tripod is a fundamental axis in the activities developed in educational institutions such as the Federal Institutes. The article 207 of the Brazilian Constitution of 1988 highlights the principle of indissociability between teaching, research and extension (Brasil, 1988). The extension has an educational, cultural and scientific character, which enables the transformative relationship between the educational institution and the society (Jantke & Caro, 2013). Research, Society andDevelopment, v. 10, n. 1, e011011087, 2021 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v10i1.10187 Over the years, the extension has assumed an important role in the dissemination of knowledge to society, through the University, Technological and Rural Extension. For Portes et al. (2011), the first is the educational, cultural and scientific process that articulates teaching and research in an inseparable way and enables the transforming relationship between the institution and society. The second stands out for the cooperation between the institution and society, aiming to promoting continuous improvement and the increasing of competitiveness of the companies, associations or cooperatives, developing diagnostic actions, technology transfer, technological services, intellectual property and prospecting of technological opportunities to innovation in local economic, social and cultural productive arrangements (IFPA, 2017). The later, in turn, is an extension, on the part of scientific knowledge of a transdisciplinary nature (Gonçalves et al., 2016), respectively.
In this perspective, to speak of extension is to work in a transversal way with other areas of knowledge, as well as the pedagogy, the agronomy, the biology, the history, the geography, the communication, the sociology, the rural anthropology, the popular mobilization, the political science, the rural economy, the agriculture and the aquaculture (Silva, 2017). It is worth mentioning that aquaculture is a science that produces aquatic organisms (Mmanda et al., 2020), which works in confined environments in any of its stages of development (eggs, larvae, postlarvae, juveniles or adults) (Valenti, 2002), being important in extension projects.
The process of technical training of communities is one of the main objectives of extension projects linked to aquaculture and constitutes an important tool in the construction of this dialogue between extensionists and rural producers (Verdejo, 2006;Oliveira, 2015;Marinho & Freitas, 2015;Caporal & Dambros, 2017). Therefore, it is important to point out that there is a need to adapt the technical knowledge obtained in the classroom to a simpler language, in order to facilitate the understanding by the fish farmers (Sobral et al., 2020).
Therefore, the use of active methodologies can help in the learning process of these communities, which are targets of extension projects. This type of methodology is used to allow the student/participant to interact with the subject in study (listening, speaking, asking, discussing, doing and teaching), being encouraged to build knowledge (Barbosa & Moura, 2013, p.55).
Among the various active methodologies that exist and are used widely in the educational process and that can be adapted to training courses for fish farmers, one can mention: learning based in problems and in projects, Peer instruction, team-based learning (TBL), case methods and simulations among others (Rocha & Lemos, 2014). In this sense, the use of equipment, objects, games and daily situations can be used as tools for the application of active methodologies.
The use of physical models can be used as one of these teaching tools benefiting teachers, students and the community. With the use of pedagogical models, it presents the objective of ensuring the attention, understanding and participation of those involved (Follmann et al., 2016;Fernandes et al., 2019;Almeida et al., 2020). In view of the above, the objective of this work was to evaluate the use of different models for the creation of tambaqui in different environments in the Marajó archipelago, Pará, Brazil.

Marajoara fish farming project
The project "Technology transfer through training and technical assistance for tambaqui breeders (Colossoma

Training course
The Good Management Practices (BPM's) course in fish farming (theory and practice) was taught by students involved in the project. For this, there were orientations of the students with the teachers of the area of Fishing Engineering and Fishing Resources of IFPA Campus Breves. Initially, a technical meeting was realized with the joint work team to articulation.
At this meeting, the extension project was presented and followed a discussion about the BPM course. After that, the target audience was defined and the technical programming was planned to discuss the obstacles in the creation of tambaqui, such as: water quality; indicated species; fish transport management; quarantine and fish settlement; fish biometrics management; liming and fertilizing nurseries; nutrition, feeding and fish health management; fish defishing and slaughter.
The course was taught in March 2020, lasting 20 hours. During the execution, active methodologies were used through the participation of teachers, cursists and students, such as the construction of model. Simple language was used for constructions in order to provide a better understanding on the part of fish farmers. Alternative and low-cost materials were used for the preparation, taking into account the local reality.

Construction of the models
Three models were produced with a perspective of fish farming implementation in different environments: lowland area, land area and field area (Figure 2). Several materials were used, such as: expanded polystyrene plates (EPS -Stake®) of 5mm, glue for EPS, silicone glue, cardboard, scissors, brush, stiletto, gouache paint, sawdust, plastic lollipop stick, marker, electric cables, spray paints, plastic bags and miniatures.

Questionnaire for evaluation of the models used in the project
At the end of the BPM's course in fish farming were realized dialogues and a qualitative evaluation using the satisfaction scale adapted from Likert (1932). In this scale, the participant can classify in bad, good, very good and great each question of the questionnaire that was built specifically for the models, and all evaluations presented questions about the fixation of the participants' attention, whether the activity helped in understanding the subject, if the fish farmer reflected on the theme approached and whether the time of use of this method was sufficient to add new information.

Statistical analysis
The collected data were analyzed through descriptive statistics (Oladejo, 2010).

Results and Discussion
The experience of constructing and using active methodologies through models for the creation of tambaqui ensured the participants greater perception and simulation of the scenarios, where the possibility of three-dimensional visualization made clearer the abstraction and understanding of the different contexts mentioned. The figure 3 shows the results that the measures used in the training in BPM's in fish farming stimulated the interest and fixation of the attention of the producers.
The data indicate that the best results regarding the attention of fish farmers were achieved with the model lowland area (Figure 2-A), having the highest evaluation scores. Then, the environments of dry land and field presented lower scores, demonstrating to capture less attention by the participants. Pitano & Roqué (2015) observed that the use of models has the ability to generate curiosity and that the artistic process of construction attracts attention and interest, providing greater motivation and involvement with the material in study, which intensifies the teaching-learning process.  A third parameter to be analyzed through Likert scale was how much the teaching methodology used, whether it stimulated personal reflection on the subject and how much it persuaded the fish farmers in relation to the subjects exposed  Finally, the Figure 6 shows the results of the evaluation by fish farmers concern to the time of each activity, if the time would have been sufficient for the acquisition of new information about fish farming as a possible way to evaluate efficiency. The fish farmers classified the time of exposure of the floodplain area model (Figure 2-A) as "great" (77%), "very good" (15%) and "good" (8%), while for the dry land (Figure 2-B) the rates were 62% for "great", 23% "very good" and 15% for "good". Finally, the opinions regarding to the time used with the model in the field area ( Figure 2-C) were more diverse: 54%, 31%, 8% and 7% for "Great", "Very good", "Good" and "Bad", respectively.

Final Considerations
Informations about the creation of tambaqui for local producers using active methodologies through models, as