Bruno Nunes Batista

Jardins botânicos como espaços de descoberta: o trabalho de campo no ensino de Geografia

Fieldwork represents a vital instrument for understanding our world through direct experience, for gathering data about it, and as a fundamental method for fomenting geographical education. The investigation of the relationship between Geography teaching and public spaces by fieldworks is the issue of this article. Fieldworks allow an approach to reality showing that everything is connected to everything. Moreover, constructing knowledge in botanical garden through Geography is possible or not? From that, we propose a set of pedagogical activities supported by Geography teaching theories and Critical Pedagogy related to the Genetic Epistemology. This article indicates the necessity of constructing a reflexive thought in the school oriented to citizenship considering students as subject in changing society processes. Fieldwork allow an approach to reality showing that everything is connected to everything. Exploring student previous knowledge is the major source of meaningful teaching and learning possibilities.