Práticas de campo associadas a metodologias ativas no ensino de Geografia: um estudo no Ecoparque Sperry

Abstract

In the last twenty years, technology has reorganized the way we live, how we communicate and how we learn. Half of what is known today was not known ten years ago, therefore, to keep up with educational development, teachers need to be creative and develop new teaching methodologies, or new teaching-learning techniques, implementing new practices in traditional classes that help in the construction of theoretical-referential knowledge.The present work developed methodologies to guide pedagogical practice, through field practices, studying an Ecopark for the preservation of the Atlantic Forest. The specific objectives of this work were: Using active methodologies to guide pedagogical practice, through fieldwork with students from Elementary School II, leading the student to integrate the theoretical and practical teaching-learning process by experiencing the environment; Verify student learning based on different oral, written and practical assessment processes; Highlight the importance of active methodologies for the teaching-learning process; and the importance and care for the Atlantic Forest biome, understanding the historical process of human occupation. This work included analysis of questionnaires, one before the field trip and another after, construction of a portfolio, conceptual maps, lapbook and photography competition. The materials produced were analyzed and compiled using Laurence Bardin's Content Analysis, using keywords and in open response situations, with the intention of seeking the essence of the result of students' general knowledge of the theoretical and practical teaching-learning process. experiencing the external environment of the classroom. As a result of this research, we seek to ratify and enhance active methodologies in the education of students in the final years of Elementary School II. The starting point was the need to adapt theory to practice and for the result to happen, learning, the path taken was one of study and organization. Analyzing the results constructed by the students, we can conclude that the objectives proposed in this work were met. From this practice, the importance of active methodologies for the teaching-learning process was proven. It is hoped that in the future these students who have gone through this experience can be more complete citizens, understanding the importance and care for the Environment, developing the critical spirit of human occupation, giving importance and preserving all species in Nature.