Aprender na e com a natureza: o trabalho de campo como ferramenta de apoio ao processo ensino-aprendizagem

Abstract

How can a city contribute to promoting the education of its residents? This was the question that guided the present research, whose objective was to develop didactic material aimed at fieldwork in two ecological parks located in the municipality of Teresópolis, in the mountain region of Rio de Janeiro. Our hypothesis was that some public spaces in cities can work / function as spaces for learning, capable of serving as a bridge between classroom theory and reality. The motivation for the development of this study comes from the perception - in teaching practice - that students have little knowledge about their living space, which makes it difficult to recognize and value their cultural heritage and identity, as well as limiting their citizen action. In addition, children and adolescents in our cities have been spending more and more time indoors, which has worsened during the Covid-19 pandemic. Fieldwork is, by definition, a multidisciplinary pedagogical instrument, this was the perspective addressed in this work. The research was based on the concepts of: Citizenship and Fieldwork The product was developed based on the “Educational Product/Process Methodology”. The results confirmed our hypothesis that fieldwork is a pedagogical tool, which was verified both in the responses of the teachers who validated the product and in the academic research that supported this study. The educational product developed in a paradidactic book format, is entitled: “Fieldwork in Basic Education: proposed guidelines in TERESÓPOLIS/RJ”).