Between theory and practice: from pre-field to fieldwork in Geography teaching

Abstract

This article examines field trips as a fundamental tool for knowledge building in Geography, based on the principle that their effectiveness depends on proper planning and contextualization. The objective of the research is to investigate how pre-field is an essential requirement for planning field trips, analyzing how this prior preparation ensures the pedagogical purpose of the activity and prevents it from being interpreted as merely recreational. The investigation is grounded in a theoretical and conceptual analysis of the relevance of field trips and pre-field in Geography teaching, which supports the methodology for developing a planning proposal based on the study of the roughness present in the historic center of the city of Ilhéus-BA. The results indicate that well-planned field trips promote positive gains both for the acquisition of geographical knowledge and for citizenship education. It is concluded that the proposal for developing pre-field framework, applied to the context of the roughness in the historic center, serves as a practical model to guide educators in the planning phase of field activities.