Entendimentos sobre natureza e níveis de conexão com a natureza entre professores/as da educação básica

Abstract

The benefits that connections with nature brings to children and adolescents have been confronted with evidence of the growing distancing of the nature of these groups, especially in large cities. The school could be a means to reduce this distance, from the teachers’ mediation. Among so many aspects present in this situation, there are few studies focusing on how the teachers are supportive of those emotional ties for this necessary reconnection via the school curriculum. This study, therefore, sought to verify such understandings among elementary school teachers in a region where nature is present exuberantly. A form with closed and open questions and social Likert-type scales was used in this study to 150 teachers from public schools in the city of Manaus/AM. The results obtained through content analysis and statistical tests demonstrate that the different understandings of nature and what teachers understand to be connected to it, along with gender, age, and graduation area, are key variables in the intensity of emotional affinity toward nature.