A aula campo como metodologia ativa no ensino de Geografia: uma análise a partir das escolas de tempo integral em Palmas - TO

Abstract

This research analyzed the use of field classes as an active methodology in the teaching of Geography in Full-Time Schools (ETIs) of Elementary Education II in the municipal school system of Palmas, Tocantins, seeking to understand to what extent this practice contributes to meaningful, critical, and contextualized learning connected to the students’ socio-territorial reality, especially in light of the curricular guidelines established by the Brazilian Common National Curriculum Base (BNCC). The study focused on understanding how field classes are incorporated into the pedagogical practices of Geography teachers, as well as identifying the challenges and possibilities related to their implementation within the school context. The investigation adopted a qualitative, exploratory, and descriptive approach, supported by quantitative data, and was grounded in the Content Analysis methodology proposed by Bardin (1977). The research locus comprised five Full-Time Schools in the municipality of Palmas, encompassing different socio-spatial realities. Participants included Geography teachers, school administrators, pedagogical supervisors, Elementary Education II students, and a representative from the Municipal Department of Education. Data production was carried out through the application of semi-structured questionnaires and the analysis of the Political Pedagogical Projects (PPPs) of the investigated institutions. The results showed that field classes are recognized by participants as a pedagogical practice capable of connecting theory and practice, contextualizing geographic content, and increasing student participation in the learning process. However, the research also revealed structural and institutional limitations to the consolidation of this practice. In this sense, it was possible to conclude that, although field classes favor contextualized learning and bring students closer to their lived reality, their effective implementation still depends on better structural conditions, the strengthening of institutional policies, and the expansion of pedagogical and training support provided to teachers.