Trilha do tatu: visitas mediadas como estratégia para a educação científica e a sensibilização ambiental sobre a biodiversidade do cerrado

Abstract

This study investigates the contributions of guided visits to the Tatu Ecological Trail, a non formal educational environment, to scientific education and environmental awareness regarding the biodiversity of the Brazilian Cerrado. Located in the Ecological Reserve of the State University of Goiás (UEG), in Anápolis, Goiás, Brazil, the trail is under stood as a complementary pedagogical space that integrates theory and practice through educational mediation. Grounded in the socio interactionist perspective, the research is based on the assumption that learning is constructed through social interactions, maki ng non formal educational spaces privileged environments for the development of contextualized and meaningful knowledge. The study aimed to evaluate the mediation strategies employed during guided visits involving 38 ninth grade elementary school stu dents. The methodological procedures included pre and post visit questionnaires, participant observation, photographic records, and the Spontaneous Recall and Stimulated Recall techniques, applied 30 and 120 days after the visit to investigate the permanence an d reinterpretation of learning over time. Data were qualitatively analyzed according to the categories proposed by Allen (2002): Perception, Concepts, Connection, and Affective. The results revealed an expansion and consolidation of knowledge about t he bio diversity of the Cerrado, increased environmental awareness, and a stronger emotional connection between the students and the biome, as well as the retention of meaningful learning resulting from the guided experiences. As an educational product, the Tatu Ecological Trail Educational Guide was developed to support teachers and environmental educators in the pedagogical use of this educational space. The guide was validated in a real educational context with the trail monitors through participant obser vation , demonstrating its pedagogical applicability, its contribution to educational mediation, the organization of guided visits, and the strengthening of the relationship between the university, schools, and the local community. The findings indicate that guid ed visits constitute an effective strategy for promoting scientific education and environmental awareness in non formal educational settings.