FIELD CLASSES AND THE TEACHING OF NATURAL SCIENCES: IDENTIFICATION OF PEDAGOGICAL SPACES FOR THE STUDY OF DOMESTIC VERTEBRATES IN THE MUNICIPALITY OF SONGO, ANGOLA

Abstract

The realization of field trips with primary school students is essential for understanding local biodiversity, constituting one of the fundamental programmatic axes of this formative cycle. Unlike plants, animals present active mobility, a factor that frequently challenges their direct observation within the school context. It is observed that most primary school teachers in the region do not conduct field activities to study domestic fauna, claiming a lack of avaries, parks, or large livestock complexes in the vicinity. Given this scenario, this article describes the principles of the teaching-learning process in the Natural Sciences discipline, substantiating the role of field trips in articulating theory and practice. Based on an empirical diagnosis applied to 14 6th-grade teachers from eight schools in Songo village, it was confirmed that the entire sample faces methodological limitations due to the perceived lack of adequate infrastructure. Subsequently, a descriptive survey of accessible and age-appropriate zones in the municipality of Songo is presented. Among the identified locations, family breeding sites, private properties, and cooperatives close to schools stand out, where a diversity of easily accessible species is found. Finally, a methodological model structured in stages is proposed to guide teachers in planning and executing these pedagogical activities, aiming at scientific literacy and bioethical awareness among students.