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Educação Outdoor: Perspetivas atuais
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O presente trabalho insere-se no âmbito da Unidade Curricular de Relatório Final,
do Mestrado em Qualificação para a Docência em Educação Pré-Escolar e Ensino do 1.º
Ciclo do Ensino Básico, e foi realizado com vista à obtenção do grau de Mestre. O estudo
tem como foco a Educação Outdoor enquanto metodologia pedagógica promotora de
aprendizagens significativas, do desenvolvimento integral da criança e da valorização da
relação com a natureza. Pretendeu-se compreender as perceções e práticas de docentes
relativamente a esta abordagem, identificando potencialidades, desafios e contributos
para a ação educativa, bem como perceber em que medida reconhecem a necessidade da
sua implementação, os benefícios que dela advêm e as dificuldades que identificam na
sua implementação.
Num contexto cada vez mais marcado por desafios contemporâneos, como o
excesso de ecrãs, o sedentarismo e o afastamento da natureza, diversos autores (Neto,
2020; Louv, 2005; Fjørtoft, 2001) sublinham a importância de devolver às crianças
oportunidades de contacto com o meio natural, favorecendo a autonomia, aprendizagens
mais significativas, o bem-estar e a aprendizagem ativa contextualizada.
Metodologicamente, desenvolveu-se uma investigação qualitativa descritiva de
design interpretativo, através da aplicação de um inquérito por questionário, respondido
por setenta e um docentes. O tratamento e análise dos dados incluíram estatística
descritiva e análise de conteúdo, o que permitiu identificar uma valorização generalizada
da Educação Outdoor, embora persistam desafios relacionados com recursos, organização
e conceções pedagógicas. Conclui-se que a Educação Outdoor se apresenta como uma
via pertinente e atual para enriquecer a prática educativa, respondendo às necessidades
das crianças do século XXI e exigindo um olhar crítico e reflexivo por parte dos
profissionais de educação.
The present work is part of the Final Report curricular unit of the Master’s Degree in Qualification for Teaching in Pre-Primary Education and the 1st Cycle of Basic Education, and was carried out with the aim of obtaining a Master’s degree. The study focuses on Outdoor Education as a pedagogical methodology that promotes meaningful learning, the child’s holistic development, and the appreciation of the relationship with nature. It aimed to understand teachers’ perceptions and practices regarding this approach, identifying its potentialities, challenges, and contributions to educational practice, as well as to explore the extent to which they recognise the need for its implementation, the benefits it brings, and the difficulties they identify in doing so. In a context increasingly marked by contemporary challenges, such as excessive screen time, sedentary lifestyles, and detachment from nature, several authors (Fjørtoft, 2001; Louv, 2005; Neto, 2020;) highlight the importance of restoring children’s opportunities for contact with the natural environment, promoting autonomy, a more meaningful learning, well-being, and active, contextualised learning. Methodologically, a descriptive qualitative study was developed using a questionnaire survey, answered by seventy-one teachers. The data processing and analysis included descriptive statistics and content analysis, which made it possible to identify a widespread appreciation of Outdoor Education, although challenges remain concerning resources, organisation, and pedagogical conceptions. It is concluded that Outdoor Education represents a relevant and contemporary means of enriching educational practice, meeting the needs of 21st-century children, and requiring a critical and reflective outlook on the part of education professionals.
The present work is part of the Final Report curricular unit of the Master’s Degree in Qualification for Teaching in Pre-Primary Education and the 1st Cycle of Basic Education, and was carried out with the aim of obtaining a Master’s degree. The study focuses on Outdoor Education as a pedagogical methodology that promotes meaningful learning, the child’s holistic development, and the appreciation of the relationship with nature. It aimed to understand teachers’ perceptions and practices regarding this approach, identifying its potentialities, challenges, and contributions to educational practice, as well as to explore the extent to which they recognise the need for its implementation, the benefits it brings, and the difficulties they identify in doing so. In a context increasingly marked by contemporary challenges, such as excessive screen time, sedentary lifestyles, and detachment from nature, several authors (Fjørtoft, 2001; Louv, 2005; Neto, 2020;) highlight the importance of restoring children’s opportunities for contact with the natural environment, promoting autonomy, a more meaningful learning, well-being, and active, contextualised learning. Methodologically, a descriptive qualitative study was developed using a questionnaire survey, answered by seventy-one teachers. The data processing and analysis included descriptive statistics and content analysis, which made it possible to identify a widespread appreciation of Outdoor Education, although challenges remain concerning resources, organisation, and pedagogical conceptions. It is concluded that Outdoor Education represents a relevant and contemporary means of enriching educational practice, meeting the needs of 21st-century children, and requiring a critical and reflective outlook on the part of education professionals.