O trabalho de campo e o turismo pedagógico no processo ensino-aprendizagem: uma análise em escolas públicas do Complexo do Alemão e seu entorno

Abstract

The research argues that the teaching-learning methodologies of fieldwork and pedagogical tourism make great contributions to the process of (re)construction of knowledge of Geography and the territory of students in elementary, middle and high schools. The hypotheses are that 1- fieldwork and pedagogical tourism arouse students` interest in the topics covered; 2 - students, who carry out fieldwork and pedagogical tourism visits, generally demonstrate more in-depth geographic knowledge of the topics covered than those who do not participate; 3 - the participating students rebuild their relationship with the visited places; 4 - the relationship between teachers and students is transformed. The author has lived in the surroundings of Complexo do Alemão, a group of slums located in the north zone of Rio de Janeiro city, for 40 years and has been a Geography teacher in public schools, located in this region, for 15 years. During this period, the master's student carried out fieldwork and pedagogical tourism visits with students from public schools in Complexo do Alemão and its surroundings, which corroborated her perceptions about the collaborations of these methodologies for the teaching-learning process and aroused interest for research on this topic. Thus, the main objectives were analyzing fieldwork and pedagogical tourism as methodologies in the teaching-learning process and evaluating their practice with students from public schools in Alemão and its surroundings. The methodological procedures were the bibliographical review on fieldwork, pedagogical tourism, concepts of Geographical Science, categories, geographic principles, concepts on thinking geographically, geographic reasoning, spatial thinking and learning theories; description and analysis of fieldwork and pedagogical tourism visits developed with the participation of the author and other Geography teachers with students from Complexo do Alemão and its surroundings, inside and outside this complex of slums; application of questionnaires to Geography teachers, working in public schools in the mentioned region, about fieldwork and pedagogical tourism activities already carried out and/or being planned, and their analysis. Based on the conception of a transformative education with the objective of forming critical and active citizens in the construction of an egalitarian reality and space, fieldwork and pedagogical tourism are methodologies that contribute to students` emancipation and a fair society formation. In this sense, it is concluded that the governments of the state and the Rio de Janeiro city must create public policies to promote and intensify the practice of fieldwork and pedagogical tourism activities for and with students from public schools, as the educational product, linked to this dissertation, argues.