Trilha virtual pelo programa de educação ambiental marinha: alternativas de ensino remoto em espaços não-formais de ensino

Abstract

In the present work, the reconstruction of the formative process experienced in dialogue with the non-formal teaching processes was carried out. The study brings considerations about the importance of non-formal and playful spaces for the teaching-learning process and seeks to reflect on: "Which strategies can be used to make it possible to carry out activities in non-formal teaching spaces in the current pandemic scenario?”. For this, the resource of Autobiographical Narrative and Narrative of Vivid Experience was used, through which reflections were made on the experiences in the Marine Environmental Education Program, the process of construction and application of the virtual trail by the program and its contributions to teaching-learning in the context of the global pandemic. The study was carried out using the material produced in the Virtual Trail and analyzed in the light of the author's experience and in dialogue with the theorists presented in the theoretical referential. It can be concluded that the teaching of Science and Biology does not only occur in formal environments such as schools and universities, but also in non-formal teaching spaces that allow students to improve their knowledge in a playful, participatory and creative way. In addition, when reconstructing the training process, the strong influence of these spaces for teacher training became clear. In other words, given the importance of non-formal teaching spaces, it is essential to develop alternatives for remote teaching in these spaces. In this way, Virtual Trails can serve as an alternative for remote teaching in non-formal teaching spaces to meet the emergency demand arising from the pandemic. Since, if planned and organized following clear objectives, they can act as allies in the process of building meaningful learning and contributing to a quality digital education.