Trilhas ecológicas como espaços não formais de ensino uma experiência de ensino e aprendizagem de Ecologia na Trilha Wajâpi

Abstract

Teaching Ecology in high school presents several obstacles that make it difficult for students to engage authentically, mainly due to the excess of theoretical classes that do not promote connection with the environment where ecological phenomena occur. To this end, informal teaching spaces emerge as active strategies that promote the relationship between theory and practice. Thus, this study investigated the use of ecological trails as informal teaching spaces to promote meaningful learning of Ecology in high school. The research took place on the Wajãpi Trail, at the Instituto Federal do Amapá, Laranjal do Jari campus, with 43 students from the technical course in Administration. Using a mixed, exploratory and descriptive approach, data were collected through participant observation of a class on the trail to construct an experience report on the practice. A form was applied at the end to verify the performance regarding concepts and approaches reported during the practice. The results demonstrated that the trails favor the integration between theory and practice, promoting the understanding of ecological concepts, such as symbiotic interactions and food chains. The sensory garden stood out as an inclusive tool, expanding the educational experience and encouraging reflections on sustainability. Despite logistical challenges, such as group size and limited time, there was high engagement and high performance of students regarding the concepts covered. It was concluded that ecological trails have a positive impact on the teaching of Ecology and are effective tools for meaningful learning, contributing to forming citizens who are more aware, engaged and committed to environmental conservation.