Estudo do meio: disparidades no acesso e a importância da metodologia para educação básica

Abstract

The undergraduate thesis entitled “Field Study: Disparities in Access and the Importance of the Methodology for Basic Education” aims to analyze field study as an active, interdisciplinary, and essential methodology for teaching Geography in basic education, as highlighted by authors such as Pontuschka and Harvey. The research starts from the recognition of the gap between theory and practice in schools, proposing field study as an effective alternative to overcome fragmented and overly descriptive pedagogical practices, bringing school content closer to students’ concrete realities. Consequently, the existence of socioeconomic disparities between public and private school systems becomes evident, which hinders students’ access to formative experiences outside the classroom. In this context, the Parque Estadual Turístico do Alto Ribeira (PETAR) is analyzed as an example of an educational space that enables meaningful learning experiences through the observation and analysis of natural, social, and cultural aspects, despite the socioeconomic barriers that limit access to field study activities. Statistical data are used to demonstrate that students from lower-income families have fewer opportunities to participate in cultural and touristic activities, such as visits to conservation units. Furthermore, the study presents perceptions and experiences of professionals working in educational tourism in the PETAR region, who emphasize the importance of teacher training, planning, and institutional support in making field study a structured pedagogical practice. In conclusion, the thesis argues that access to quality educational experiences should be understood as a universal right, not a privilege for the few.