Implicações de atividades com sistemas agroflorestais no Ensino Fundamental para a formação da conexão com a natureza

Abstract

The growing environmental crisis highlights the increasing distance between humanity and nature, even though it is widely recognized that nature is essential for human existence as we currently know it. In this context, issues related to the human–environment relationship have gained prominence, and disconnection from nature has become a focus of study, in order to identify ways to promote reconnection with the natural world. Given this issue and considering the crucial stage in which connection with nature is formed and strengthened, this research aimed to investigate whether experiences in agroforestry systems developed within the school context can be considered a pathway to strengthening nature connection among lower secondary school students. This study adopts a qualitative case study approach, conducted with teachers and students from the 8th and 9th grades of a rural school located in the northern region of Brazil, who participate in the Forest Classrooms Project. Data collection was carried out through semi-structured interviews with teachers and students, as well as the application of psychosocial scales and, in the case of students, questionnaires. Qualitative data were analyzed using Bardin’s Content Analysis, while quantitative data were examined through descriptive statistics. The results indicate that both teachers and students present high levels of connection with nature, often associated with symbolic and affective dimensions, as well as experiences in natural environments. The activities developed within the project proved to be relevant by providing opportunities for direct contact with nature, fostering affective bonds, positive environmental perceptions, and contextualized learning opportunities that value local knowledge and ways of life. It was also observed that, although students show high interest in nature, there is a tendency for reduced engagement with natural environments for leisure purposes as they progress through adolescence. It is concluded that nature-based pedagogical experiences, such as those mediated by agroforestry systems in the school context, can contribute to strengthening nature connection during a developmental stage in which a decline is typically observed.