Expanding institutionalized learning spaces in/for science teacher education: the case of a community garden in Ottawa

Giuliano Reis; Harveen Sandhu

doi:10.24109/2176-6673.emaberto.35i115.5424

Giuliano Reis Faculty of Education, University of Ottawa, Canadá
Harveen Sandhu Genvironment, Canadá

DOI: https://doi.org/10.24109/2176-6673.emaberto.35i115.5424

Palavras-chave: formação de professores de ciências, aprendizagem comunitária, pedagogia baseada no lugar, horta comunitária

Resumo

O objetivo do presente relato de experiência é compartilhar e refletir acerca dos pontos de vista e das experiências dos autores sobre a adoção de uma pedagogia baseada no local, em uma horta comunitária, para criar um espaço de aprendizagem de ciências dentro de um programa institucionalizado de formação de professores em Ottawa, Canadá. Os eventos descritos aqui são baseados em lembranças soltas (autobiográficas) de eventos que ocorreram nos últimos cinco anos em cursos de métodos de ciências ministrados pelo primeiro autor enquanto levava professores em uma excursão a uma horta comunitária urbana local. Além disso, apresentamos uma amostra selecionada de feedback informal coletado dos participantes, para apoiar nosso argumento de que os espaços urbanos ao ar livre não institucionalizados podem oferecer oportunidades valiosas para enriquecer a experiência de professores estudantes de ciências em programas de formação de professores.

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Biografia do Autor

Giuliano Reis, Faculty of Education, University of Ottawa, Canadá

Doutor em Educação Científica pela University of Victoria (UVic), Canadá, é professor associado da Faculty of Education, University of Ottawa, Canadá.

Harveen Sandhu, Genvironment, Canadá

Mestra em educação pela University of Ottawa, Canadá, trabalha para Genvironment e é assistente de pesquisa para a Isha Foundation’s Save Soil Campaign.

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