FIELDWORK AS A PEDAGOGICAL STRATEGY FOR MEANINGFUL LEARNING IN BIOLOGY TEACHING IN SCHOOLS OF THE BAHIAN SEMI-ARID REGION

Abstract

This article aimed to analyze fieldwork as a strategy for meaningful learning in Biology teaching in schools of the Bahian semi-arid region. The study sought to investigate how such practices contribute to the construction of scientific knowledge, the development of critical thinking, and the articulation between theory and practice in the context of lower secondary education. The research is characterized as bibliographic and qualitative, based on scientific articles, official educational documents, and studies related to active methodologies and science teaching. The analysis especially considers the reality of public schools located in the semi-arid region of Bahia, where contact with the Caatinga and local socio-environmental aspects can foster more contextualized and meaningful learning. The results showed that fieldwork stimulates curiosity, strengthens student protagonism, and enhances the understanding of biological content from the reality experienced by students. It is concluded that these strategies contribute to a more dynamic, critical, reflective, and socially and environmentally connected teaching process.