Aulas de campo em contextos escolares : práticas e aprendizagens com a natureza

Abstract

From a phenomenological and ecological perspective and an ethnographic approach, the research you have in your hands, or on-screen, investigates field classes in school contexts in terms of their, pedagogical practices, and learning relationships. Therefore, considering that there are a conceptual and theoretical valorization and a true educational interest in field classes in environments considered natural, we propose the analysis of this phenomenon from an epistemological and methodological positioning that, in a way, confronts the modern paradigm and brings out the place of the materiality in the learning world. The main goal was to analyze teachers and student’s trajectory in field classes, linked to science and biology in different school contexts, focus on the senses of nature in the pedagogical practices and learning process production. The study was developed in basic and higher education. Thus, we followed the field classes’ activities from, a 6th-grade private school class, a 2nd high school class from a public school and two bachelor degree and teacher training Biological Science classes from a public university. It is not the point of this investigation to make a comparative study through such different realities, but rather open ways to look at the diversity of these field classes and thus identify convergence points and the dialogue between the different contexts that allow us a theoretical-empirical articulation on the subject focused. The results show field classes have the potential for new relationships with knowledge, by allowing the emergence, in a dynamic process of body perception, from the world of materials, usually hidden or implied in the classroom space, where generally the scientific speech is privileged. Body perception and interactions established in material flow, in natural environments, call a range of sensations in a mutual process of being affected and affecting, contributing to a more sensitive relationship it. This can provide aesthetic experiences that, in turn, lead to ethical sensitivities oriented towards the conservation of nature and respect to life. However, the body perception and the aesthetic experience situated among what "leaks" is the intentionality of field classes in science and biology teaching, generally aimed at the acquisition of scientific knowledge. Making them more present in the pedagogical proposals is possible through an experiential education, attentive to experience aspects itself and guided by more students’ investigative attitudes, understanding that it is in the engagement with the world that we learn about/with it, and this requires a relationship. The teacher can mediate situations where such engagement is possible by educating students' attention to new world perceptions.