Nature walks with education workers

An Ecophenomenological Study of Aesthetic Experiences

Bibliographic Data

ID7281986
AuthorsAlberto Cabral Ferreira (0000-0002-7137-0194, Instituto Federal do Espírito Santo), Valéria Ghisloti Iared (0000-0002-1082-9870, Universidade Federal do Paraná)
Year2025
Volume51
Publication date2025-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducação e Pesquisa (JOURNAL)
Journal identifiersISSN: 1517-9702 • E-ISSN: 1678-4634
PublisherFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/s1678-4634202551283514en
OpenAlexW4410964103
LanguageEN
References cited15

This study aimed to investigate the multisensory experiences of workers from the school community of Pinheiros (Espírito Santo) with~in4 nature. The research is based on ecophenomenological references, which consider the ecological and philosophical dimensions of the human being in the different interactions with the more-than-human. Data was produced from participant observation and walks with four participants from the school community. Records consisted of photos, videos, and descriptions, supported by the methodological movement known as sensory ethnography, of/in the multisensory dives into the aesthetic experiences of the research participants. The experiences of each participant gave rise to (eco)narratives, which were analyzed in accordance with the phenomenological references. The emerging aspects came from the (eco)narratives triangulation and answered our research question. Therefore, the emerging aspects are conceived as the multisensory experiences that emerged during the walks with the school community’s workers: 1) Finitude of human existence in relation to the Atlantic Forest; 2) Protagonism of the more-than-human; 3) Fluidity of the microclimates of the Atlantic Forest; 4) Correspondence between bodies. Although this study did not aim to prescribe nature walks as a manual to be followed for less anthropocentric environmental education practices, we advocate that this form of occupation of nature can imply environmental education practices in which more-than-humans are in symmetrical conditions in the process and also awaken ethical feelings of respect for the otherness of other elements, beyond human beings

Aesthetics · Art · Pedagogy · Sociology · Environmental Philosophy and Ethics · Outdoor and Experiential Education · Psychology · Urban Green Space and Health

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