As trilhas ecológicas como proposta pedagógica em espaços educativos não formais

Abstract

ABSTRACT: The term non-formal has been used quite often in education to situate various activities and experiences, distinct from those that occur in schools. These non-formal spaces (zoos, museums, mangroves, archeological sites, forest parks, biological reserves, etc.) contribute to the teaching-learning process, to the extent that social wealth materialize cognitive, physical, and cultural that makes up the theoretical framework conceptual students. They represent instances of diffusing knowledge, breaking the formality of school space. A complex view of the construction of knowledge process is based as to the contribution that the ecological tracks, with no formal space are explored in more depth and frequency, putting them more present in school planning. This work, in the light of Science, Technology and Society (CTS), investigated a sample of educators in the municipality of Castelo (ES) as the pedagogical activities that use the trails as non-formal space. We sought to interpret, from an interdisciplinary perspective, as educators understand the nature trails and how the relate to knowledge working in school. After this work, the trails were perceived as wealthy and taken areas of pedagogical possibilities that support for the "distillation" of the teaching-learning process in science were authoritative as catalysts of motivation and interest, both for students and teachers.