Aula de campo: procedimento de ensino-aprendizagem interdisciplinar no curso de licenciatura em Geografia do IFRN - Campus Natal Central

Abstract

In the Educational context, teaching-learning procedures are frequently discussed as a means of contributing to meaningful and critical teaching methods that will stimulate students’ interest in the lessons to be presented in the classroom. However, we recognize that even in higher educational courses there is a lack of practical application of these procedures, such as would occur during fieldwork. Thus, the purpose of this monographic work is to analyze the importance of fieldwork as na interdisciplinary teaching-learning procedure in the graduation process of Geography Degree at IFRN – CNAT, based on pratical experience acquired during the 5th course period. When included in this context, as part of an interdisciplinar approach, fieldwork enables students to interact with reality, by putting into practice the knowledge acquired in the classroom; additionally, it can broaden the student’s perceptions of the world, enriching his theoretical background. To this end, we adopted as research methods, qualitative research based on our report of practical experience in fieldwork, participant observation, systematic observation and field study. We also researched bibliographic sources and academic sites. Then, in our report, we sought to identify how the interdisciplinary teaching- learning procedure may be relevant to the graduate student formation in Geography by including the geographical concepts of Agrarian Space, Territory, Place and Landscape applied and understood in on-site practice. Finally, we concluded by ratifying the importance of approaching fieldwork as an interdisciplinary approach, resuming what we have learned during a visit to the Quilombola Community of Capoeiras dos Negros – RN, and we also present some suggestions that we consider pertinent to conducting interdisciplinary fieldwork.