Aprendizado e bem-estar numa aula-passeio: Guia de Campo para a Lagoa Rodrigo de Freitas (RJ)

Abstract

Investigative teaching is based on a problem situation, which aims to arouse the student's interest in a certain issue, making them protagonists in the learning process. Many possibilities emerge from this scenario, among them the use of non-formal teaching spaces – institutionalized or non-institutionalized places, outside school - where the student can have contact with the object of study, outside classroom and closer to his reality. Célestin Freinet (1896-1966), a French educator and pioneer of the Modern School movement, was one of the first to defend student protagonism and to use non-formal spaces as a teaching methodology, through what he defined as a "walking class". Based on these assumptions, the present work proposed the creation of a Field Guide to Rodrigo de Freitas Lagoon, where some possibilities of interdisciplinary classes and activities, with emphasis in Biology, are discussed and investigated with the students, in the scope of High School, in which the interest for Urban Ecology is encouraged. As methodological procedures, data was collected on-site; a virtual tour was recorded as an adaptation of a field class to remote teaching, due to the COVID-19 pandemic; Guide production, with the participation of the students; and a walking class based on the Guide was conducted and evaluated. After the production, the product was validated by Biology teachers from the public school system. The results showed that the students who participated in the research considered the field class as facilitating understanding of subjects covered in class and indicated that they felt happy and relaxed during the activity. Most of the teachers considered the Guide an excellent pedagogical tool, with a clear language and motivating for classes at Rodrigo de Freitas Lagoon.