Turismo pedagógico no IFPE campus Recife: uma análise do potencial formativo para o ensino médio a partir da valorização do sentimento de pertencimento à cidade do Recife a visão docente

Abstract

The following analysis aims to highlight teachers’ perspectives on pedagogical tourism, emphasizing its importance for students’ development as well as the challenges faced in its implementation. This study examined how pedagogical tourism is addressed in the Integrated High School at IFPE Campus Recife, reaffirming its relevance as an formative practice. The analysis provides a foundation for implementing strategies that enhance this approach in the school context, contributing to the strengthening of the teaching-learning process and the integral education of students. The research adopted a descriptive and qualitative approach, combining a literature review on public policies, educational projects, and pedagogical tourism practices in Recife with data collection through open-ended questions addressed to IFPE Campus Recife teachers. Eight questions were applied, allowing the understanding of teachers’ perceptions of the impact of pedagogical tourism on the teaching-learning process and on students’ appreciation of the city. The findings indicate that pedagogical tourism at IFPE Campus Recife has great potential as an formative strategy, capable of linking academic knowledge with cultural experiences, thus reinforcing both learning and students’ emotional connection with their environment. However, further articulation is still needed for the effective development of such activities.