FORMAL, NON-FORMAL, AND INFORMAL LEARNING: HOW INSTRUCTORS OF TWO NATIONAL PARKS ESTABLISH THEIR PROFESSIONAL PRACTICE
DOI:
https://doi.org/10.22456/1982-8918.75313Keywords:
Learning. Perception. Nature. Physical Education.Abstract
The study looked into professional – formal, non-formal, and informal – learning situations of long-trail instructors at two Brazilian national parks (PARNAs). As a descriptive-exploratory study with a qualitative data approach, it included 79 instructors from two PARNAs, of whom 49 had no college education while 30 were college graduates. Content analysis procedures were used to evaluate the semi-structured interviews. Most subjects value formal, non-formal, and informal learning situations, but informal learning from relatives, visitors, other drivers, and from reflection on the own work were more appreciated. Key learning in those situations involves aspects such as climate issues, visitor safety, biome-specific characteristics, and environmental preservation. Evidence from the study indicates the need for schools to include more practice opportunities for instructors that are more contextualized in terms of professional practice requirements, as well as periods of practicum supervised by more experienced peers.
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