Breaking Walls, Trailing Knowledge: A Field Class for Scientific Literacy at Mochuara Natural Park

Abstract

One of the challenges of science education in the XXI century points to the creation of strategies that favor learnings not often promoted in formal education. In this paper, we present the results of a participatory pedagogical practice that culminated with a field class at the Mochuara Natural Municipal Park in Cariacica/ES, highlighting its contributions to the advances of students' scientific literacy. This is a qualitative research, a school intervention research (Lüdke; André, 1986), whose data were collected through videos, portfolios, questionnaires and field diary, interpreted in the light of scientific literacy indicators (Sasseron; Carvalho, 2008). The results showed that the activity stimulated the information organization capacity, the hypotheses formulation about the results of anthropic actions in the environment, the deepening of science concepts and the improvement of the students’ interpersonal relationships.