Environment and bodily practices at school: a case study with elementary schoolchildren

Abstract

Although the literature in the field highlights the need for experiences that bring children closer to nature and broaden opportunities for environmental learning (Louv, 2016; Andrieu; Nóbrega, 2020; Neto, 2020), school practices still tend to be concentrated in formal educational settings and on approaches focused on the conservation of natural resources. In this context, this study aimed to understand how students in the final years of Brazilian elementary education perceive the way environmental issues are addressed in a public school in Northeastern Brazil. Designed as exploratory research and employing the case study method, the investigation was conducted with 45 elementary school students through focal interviews. The data were subjected to Content Analysis (Bardin, 2022), supported by IRaMuTeQ software. The results revealed that environmental issues remain strongly linked to formal teaching spaces and schedules, with limited opportunities for bodily practices and experiences during free periods, such as recess. This configuration favors representations of the environment predominantly associated with flora and the conservation of natural resources. It is concluded that bodily practices may constitute an important mechanism for self-recognition and for recognizing the relationships established with others and with the environment, assigning new meanings to children’s knowledge, representations, and actions regarding the environment.