“Na escola tem inveja, na brigada é muito mais melhor”: percursos de uma futura professora de biologia no ensino não formal

Abstract

This research aimed to understand the Nature Brigade Project as a non-formal education area as well as highlighting which points characterize them as such. Also to understand in which education's line, critical or traditional, the Project demonstrates to be more closely, and to report and to reflect on my graduation journey and teaching practice. Narratives of lived experiences anchored in the perspectives of the qualitative research of education were the chosen methodology. The collaborators of this research were the youngsters of the current class and the educators who have been conducting the project since 2001. The information was reached through a questionnaire applied to the children and adolescents served by the project, these questions were answered individually and anonymously. With the educators, the information was obtained through semi-structured interviews. The study of the writings and speeches evidenced elements that characterize the project the an initiative of non-formal education and establish dialogues and confrontation in the process of teaching-learning-teaching in the different spaces. Relationships were also established about how my self-reflection about teaching practice contributes to the exercise of a critical educational practice that has one of its maxims the respect for the student.