Amazon non-formal spaces as learning potentializers for science teaching: A perspective from Grounded Theory

Abstract

In the middle of the Amazon Forest, extremely rich in biodiversity, some non-formal spaces (NFE) present themselves as places conducive to learning, since they naturally stimulate creativity, sociability, and emotionality, and possibly contribute to the acquisition and retention of knowledge. Therefore, the objective of this work was to understand the learning of Sciences from the perception of the students when they visit these spaces. The collected data (interviews and observations) were analyzed through the Grounded Theory, aiming at the elaboration of an explanatory theory, always seeking to listen to the voices of the children. In this way we perceive that the students are curious about learning the different contents covered in the NFE, besides emphasizing that memorizing the image of the animals and the class, in a general way, will make them to succeed in the tests. We also verified that affective or appreciative learning predominated in non-formal spaces classes.