The interpretative trail as a tool for non - formal education in science teaching: experience report from the elementary school in Caldeirão Grande – Ba

This paper is a result of experiences with Elementary School students from the public school network of the Brazilian city of Caldeirão Grande, aiming to investigate the contribution of practical classes in non-formal spaces. Interpretative Trail was the methodological tool of this report to teaching, and we used it to enrich the classes and to improve the science learning. This experience showed how this methodological tool, can be a solution to few of important concerns by teachers of Elementary School in the public teaching network of Caldeirão Grande. That is of crucial importance, once it foment a more critical view in students about its surroundings, empowering each individual as a relevant actor in defense of a healthier environment, either in school context or in context of many communities. This research started in this context, aiming to answer this question: How the Interpretative Trail, understood as a tool of non-formal education, helps in the development of practical science classes, fomenting the process of teaching and learning? This experiment was carried out in a place called Vale das Taboas, in the Brazilian city of Caldeirão Grande, with students and teachers from one of the public city schools, which have students at Elementary School and at an educational program for youth and adults. As a result, we emphasize great engagement of students before considered unmotivated or even aggressive in science classes, taking the lead both in the organization of Interpretative Trail by executing proposed actions and during the process of socialization in on town conference about environment.