Para além da sala de aula: o turismo pedagógico na casa de cultura Prof. Galeno Edgar Brandes como prática educativa nos anos iniciais do ensino fundamental

Abstract

This Course Conclusion Paper aims to analyze and report a pedagogical intervention proposal based on educational tourism, developed from a diagnostic research conducted at the Unidade Integrada Professor Galeno Edgar Brandes, in the municipality of Barra do Corda, Maranhão, Brazil. Initially, the research sought to verify whether the school had already adopted educational tourism as a teaching and learning methodology, as well as to understand pedagogical practices related to the use of non-formal educational spaces. Based on the results obtained in the diagnostic stage, the absence of systematized actions focused on educational tourism was identified, which motivated the design and implementation of an intervention project using the Casa de Cultura Professor Galeno Edgar Brandes as a learning space for 5th-grade elementary school students. The proposal was grounded in the appreciation of local culture, historical memory, and cultural identity, understood as essential elements for students’ holistic development. The methodology consisted of diagnostic research followed by a pedagogical intervention developed in stages, including student awareness activities in the classroom, a guided educational visit to the Casa de Cultura, the development of practical activities, and the socialization of the knowledge constructed throughout the process. During the intervention, a high level of student participation, interest, and engagement was observed, with students showing enthusiasm in learning about and interacting with the presented cultural elements. The results demonstrated that the use of non-formal educational spaces through educational tourism contributes significantly to the teaching-learning process, making it more dynamic, contextualized, and meaningful. It is concluded that educational tourism is an effective strategy to enrich pedagogical practices and strengthen the relationship between school, culture, and community