Experiences and sense of belonging in elementary education field classes as an environmental education strategy at Joaquim Almeida rural school

Abstract

This article presents an interdisciplinary learning experience with 6th-grade students at Joaquim Almeida Rural School, integrating the subjects of Geography, Science, and Portuguese Language. The aim was to promote Environmental Education through a field-based activity that connected theoretical content with hands-on exploration, fostering students’ sense of belonging and ecological awareness. The methodology involved classroom instruction followed by a visit to a rural area inhabited for more than 64 years, where students interviewed a retired couple about environmental changes observed over time. The activity enabled direct observation of local biodiversity, discussions on reforestation and water conservation, and the development of students’ oral and written communication skills. The results indicate increased student engagement and a more critical understanding of environmental issues. We conclude that field classes constitute an effective pedagogical strategy for fostering environmentally conscious citizens by linking school knowledge to the lived reality of the community.