Hello.
Students of the 21st century, teachers of the 20th century, schools of the 19th century.
With this formula, how can you develop learning situations
beyond the classroom?
And that they are contextualized to the reality of the students?
This is a 19th century classroom.
And we can see that a lot has not changed, right?
The picture is now the white board, it is not the blackboard anymore,
but the class layout sometimes remains the same.
This is the great challenge of today’s teachers.
In an age of technology, tablets, computers,
how to promote actions and spaces beyond the classroom?
The use of technology and the study of the city as a learning space,
in reality, has no counterpoint to school knowledge.
He comes [to meet them] as a complement.
And from this complementary practice, I have an experience
from the municipality of Bom Princípio, in the interior of Rio Grande do Sul, in 2015.
of very curious students, who questioned why they could not use
mobile devices within the school for research, for
if our computer room was not compatible with that.
And today we know that even though schools have computers and the Internet,
not all are “workable”, not all are in use.
In early 2015, then, they developed this project
on the use of technology in education.
And everything started to change from there.
The fact that students are immersed in this world of technology
that they can create other learning possibilities.
One of the experiences I had with this class
was on the study of soils and rocks
around our school.
A simple way out, around the school, to collect these materials.
Parallel to the study of geography, they did this study in Evernote,
a digital technology in which they recorded all the follow-up of their research.
But why use the outer space of the school?
When we leave for our research, for our field of study,
they felt like researchers,
as scientists,
as important people in their learning process.
To put the hand in the mass, to touch the earth. That made all the difference to them.
Even more that they were managing to link
to the school knowledge of the discipline of geography.
It was very important to them.
The classification in the room, the coloring of the land;
all this made a lot of difference.
So much is spoken in mediating learning situations,
build new knowledge, learn to learn,
the students as protagonists of their own learning.
But how often is this put into practice?
How many times does this really happen?
How often do teachers encounter the questions that bother us a lot?
“When will I be able to overcome these contents?
I need to finish giving this story. But why do I have to give the materials?
Why can not students help us build their learning? “
Yeah!
And those math teachers who are faced with that sad question:
“Am I going to give fractions or measures?
What am I going to do at the end of the school year? “
Arrives there by September, we come across this and do not know what to do.
In the year 2016, I and my students did a research project
who used the city as a learning space.
This project came out of their curiosity
to discover the old school age,
that they knew of our neighborhood.
What happened? The building was historic, only it was abandoned.
And they discovered, in the discipline of history,
the value of cultural heritage.
And they did not know this before.
So many people did not value
to that historic building that was almost 100 years old.
In this research process,
they decided to unite the content of history, about patrimony,
together with their reality,
that it was this curiosity to go after the cultural patrimony of the municipality.
In an internet survey,
they found, on the website of the city hall of our municipality, an inventory:
the “Diagnosis of Brother Weibert Street”.
What was in that inventory?
It had 23 buildings that were documented.
And in these buildings had the history of people
and how it all started in the county.
Besides the other questions: the plants of the houses; architectural styles;
and they used it all as a means of study.
So they explored this inventory.
Initially, the group appropriated this knowledge
doing a virtual visit to Brother Weibert Street,
using Google Maps and Google Street View.
The first path they went through
was not walking the street, was by virtual means.
They used concepts of geography, of spatial location, for example.
Everything is possible to be worked inside the school,
if the teacher is open to letting the students be protagonists
and also guess at some issues within the classroom.
Another issue they also developed was the use of Minecraft.
Why Minecraft?
Create a world of Brother Weibert Street to spread to the world our history.
But what am I going to work on Minecraft? What content am I going to work on?
How do I go [insert it] into my classroom?
Those who took responsibility for researching were themselves.
They found they could work area, perimeter, conversion measures.
In addition to working the entire historical process of the street,
creating this world within Minecraft.
This is one of the houses they rebuilt.
One of the six houses they rebuilt.
And they rebuilt it perfectly, aligned with the houseplants,
which, by the way, is a geography content of the sixth year.
On top of all this, SMECD saw that our work was being very good.
And they decided to help us,
providing us with an urban iconography workshop,
in which we had, with the help of a plastic artist, a new vision
on the urban and cultural landscape of our city.
We learned painting techniques that would never be seen
without this opportunity of contact with the plastic artist.
In addition to the participation of the architects who helped us in this process.
And so? A world within Minecraft. Who could I go through?
They began to wonder how they would promote the city’s tourism
only using Minecraft.
Yeah!
They realized that their parents did not play,
and would not hit them that way.
What did they decide?
That they would make a game where people could visit the street
and can, at the same time, build this learning with them.
At the time of the Pokémon GO, in which all were immersed,
including the teacher, who also played, they decided then that they would make a game
with plaques in the houses, with markers, and these markers would tell a story,
which would lead people to move around Brother Weibert Street.
First, they created the narratives.
A good narrative,
with the history of a historical personage of our county.
This character would lead people all the way down Brother Weibert Street.
And for that, we’ve created markers with QR codes for text and audio.
Audio is something that moved them a lot because they could do it
that people would feel like playing, if they felt inside the game.
The person could feel as if the character was there,
telling her how she would do to discover the processes of the houses.
Well, first, we made the visits. We visited the 23 buildings.
We recognize the peculiarities of each.
After that, they developed a map.
A map of the game “Breaking the Street Brother Weibert”.
On this map, they placed the five buildings they rebuilt themselves
in Minecraft, using Photoshop.
Yes, they broke Photoshop.
11-year-old students succeeded in
and were able to build maps and interactive boards.
The plates are there today. They are the result of their learning process.
That they want to share with everyone what they have learned in school.
To complete,
it is important that teachers recognize the city as a research space,
as a field of learning and as an integral part of the curriculum,
to make it possible to approach reality,
attributing meaning to student learning and school content,
decreasing secular distance
between school, teachers and students.
Thanks.
(Applause)
”
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