PRACTICES, EDUCATION AND NATURE – COMMITMENT TO TEACHING LEARNING

Abstract

Education in nature happens in two ways: theory and practice. Its execution involves a group dynamic conducted by the educator, which awakens the student's interest through educational practices to provide teaching-learning experiences. The objective is to analyze the practices of education in nature. In nature, the human being is involved in experiences from the first physical contact with the natural environment, thus awakening the knowledge of the world of those involved as it relates to the meaning of the theories presented. Nevertheless, the motivated educator with well-prepared content has a more effective approach to accomplish its objective with praise and to break with the conservationist education (traditional) and contemplate experiential education. The specific objective is to observe practices about nature beyond the classroom. The justification is to verify the contribution of education to the citizen's life through teaching about nature. In the school context, in outdoor classes, and with the experiences of the student's world, it is composed of a trilogy to discuss the aspects that include the commitment to teaching-learning practices, providing reflections on educational practices, as well as the best didactic choice adequate to the reality of a given group. "How have educational practices been carried out in the commitment to teach about nature?", "What is the need for changes and involvement of education in the face of school practices in nature?". Contextualizing the hypotheses of the text as mentioned earlier, some educational practices, even if traditional, distance the student from interaction with the natural environment. The educators' position is eclectic, thus wasting the opportunity for truly interdisciplinary work through the planning guidelines conducted by the group of professionals. Based on the propositions of Barba (2016), studying the environment (natural resources) in the school environment is unusual, as it still needs a large number of adhesions by the education group, as the author calls it is a "nature deficit".