Fieldwork is an essential tool in the teaching / learning process. With the development
of the present research, it can be affirmed that fieldwork is a facilitator of the teaching/
learning process in Geography. It gives room for the content studied in the classroom,
can be viewed in the environment in an empirical and practical way. Thus, it makes
possible the narrowing of the relationship between theory and practice. With the
objective of comparing the school units of Colégio Estadual Marechal Artur da Costa e
Silva and Escola Família Agrícolade Porto Nacional - TO, we carried out an
investigation of how the field work with the students of the schools occurs, and the
relation of the Referencial das Escolas Públicas do Estado do Tocantins with theory and
practice in the teaching of Geography, as well as if the textbooks adopted by the schools
include information about the field work and how it is presented. In order to complete a
successful fieldwork, it was verified that there is a need to follow criteria for its
accomplishment, following a protocol of procedures: the preparation, the realization and
the results / evaluation. Although the Referencial das Escolas Públicas do Estado do
Tocantins and the textbooks adopted by the schools are silent and deficient in the
proposal of the field work, the teachers of the two schools proposed the classes the field
work and emphasized their importance in aid of the assimilation and fixation of the
contents discussed in the classroom. Such a practice adopted by teachers was scarce in
the lack of resources, investments, beyond the theoretical basis in the bibliographical
references to be scarce for the procedures and orientations in the execution of the
fieldwork in the teaching / learning in Geography. Students recognize the need to do the
fieldwork and are willing to do the practice of the activity, even if they are aware of the
limitations faced during the study period.
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