| dc.description.abstract | In view the fact that most of the Brazilian population lives in urban centers and an
increasing indication of a greater development of environmental education in cities, this
research aims to better understand the forms and spaces for the realization of
experiences and learning practices with and for biodiversity, in Salvador- BA city. Thus,
in the first moment, I analyze a formative process for tracks guides in relation to the
theme of urban biodiversity and, later, the visitation process of a trail implemented at the
Federal University of Bahia (UFBA). We sought to understand the contents and sensory
experiences that were significant during this experience. Twenty-six undergraduate
students from UFBA and 77 trail visitors, also UFBA students, as well as students from
secondary schools in Salvador were involved. Data were obtained through
questionnaires and interviews. In a second moment of the research, I tried to investigate
in what ways people Interact to the urban space and what are the childhood memories
and the lived ways in the affective ties development to the urban nature. At that time, 18
university students participated, and among these, there was a more intense work with
9 people, with whom I toured, individually, city places considered affective by
themselves. Thus, this research starts from a phenomenological perspective and
continues the postmodern studies of the new materialism. For this, we also try out more
recent methodologies of mobiles studies, such as walking interview. This work evidenced
that the knowledge process happens from a relational and multisensory body, which in
movement, in affection, in space and in relations with other beings and things, weaves
its learning in this mesh of so many threads. It was possible to understand the need for
investment in the sensorial and sensitizing aspects of educational content. We observe
that there is a web of human and nonhuman relations in the city, created in the urban
nature, in which we perceive how much people maintain ties to the other environmental
links being / living in this environment. In revisiting people's memories, it was possible to
perceive the importance of these places in the connection that these people have to/in
the world, since the coexistence from childhood in the natural environments in the city
influenced their life choices. We thus highlight the need to offer urban green areas
accessible to the entire population; the educational potential of the city as a whole; and
the working possibility with memories in educational practices and experiences as a
subsidy to self-knowledge and a (re) connection with other beings and the urban
environment. | |
