Um olhar sobre o uso da tecnologia na visitação em unidades de conservação

Abstract

The use of technologies has become more and more inseparable from the human condition, enabling the overcoming of distances, time and borders. In this scenario, there are questions about their use as a tool to facilitate Environmental Education (EE) practices in the Federal Conservation Units (FCU) for the formation of national and planetary identities under a sustainable perspective, potentializing such practices in the emerging technological paradigm in line with environmental conservation. The central hypothesis proposes that the use of technology has not occurred in an integrated way with the teaching and environmental education practices in the interpretative trails in the Federal Conservation Units (FCU). Thus, analyzing the use of new technologies makes it possible to infer new possibilities for the public use of these non-formal educational spaces. Systematizing the analysis of the literature with research questions directed to the design of current practices and actors can also guide studies in the field of environmental education, as well as present the gaps for future research and professional training and raise other research questions and cross-cutting. As a quantitative methodology, one can cite the systematic analysis of literature combined with the method of content analysis. In view of the emergence of technological appropriation, the analysis of the articles allowed, at least in a preliminary way, to prove the proposed hypothesis. Moreover, new questions can be raised as well as new lines of research in the area of planning so that the use of technology, still incipient, can really lead to an effective process of teaching and learning on interpretative trails in the CU. Gaps in this implementation still need to be better investigated. In addition, it is necessary to create interactive strategies to capture the visitor's interest, whether the student or not, as well as the training of qualified visit mediators by EA and their instrumentalization for the use of such tools in a targeted and critical manner, enabling the hybridization of strategies and actions in the real and virtual world. The evaluation of the potentiality and scope of such tools in environmental literacy are also important to make this implementation feasible.