Unidades de conservação como espaços educativos: o parque da cidade de Natal/RN e o ensino da Geografia

Abstract

This study focuses on the role of Conservation Units in Geography education, taking as its object of analysis the Parque da Cidade Dom Nivaldo Monte, located in Natal, Rio Grande do Norte, Brazil. The main objective is to understand how this conservation unit can contribute to the teaching and learning processes in Geography. In this context, the research sought to deepen discussions on the development of educational practices in non-formal learning spaces, emphasizing their pedagogical potential. The methodology was based on bibliographic research and a technical field visit aimed at understanding the spatial organization and the main environmental and structural attributes of the park. From these stages, didactic sequences were developed in accordance with the chosen theme, designed for application both in field classes and in formal educational settings. In the third phase of the study, one of these proposals was implemented in the classroom, using two data collection instruments: an initial diagnostic questionnaire and a second one to assess students’ perceptions after the class. The data were analyzed qualitatively, revealing that the proposal significantly enhanced students’ understanding of the importance of environmental preservation areas. Furthermore, it fostered comprehension of the geoenvironmental aspects of Parque da Cidade and its relationship with the urbanization process of Natal, including discussions on cartographic scale and the use of Google Earth as an educational tool. It is concluded that bringing Geography content established by the Base Nacional Comum Curricular (BNCC) closer to students’ everyday experiences through the use of local environmental protection areas constitutes a meaningful pedagogical practice. It is also essential to respect the guidelines of the Sistema Nacional de Unidades de Conservação (SNUC) and the specific characteristics of each category. This approach promotes citizenship awareness, environmental preservation, and a sense of place attachment, opening multiple possibilities for educational work through disciplinary, interdisciplinary, and transdisciplinary perspectives.