The search for a teaching model that transcends the traditional approach, which is based on
transferring information from the teacher to the student in a unidirectional way, is incessant.
Here is the challenge for teachers: find and choose pedagogical resources that contribute to a
more interactive, meaningful class, that relates theory, practice and student's reality. The
Biological Sciences (CB) course, regulated by Resolution CNE / CES 7 of March 11th 2002,
which determines the National Curriculum Guidelines (DCN) for CB course, advise that the
course should privilege mandatory activities in the field, to guarantee problematized and
contextualized teaching, ensuring the inseparability between teaching, research and extension.
Thus, the following problem arises: How is it possible to connect theory and practice in the
teaching of Ecology in the Biological Sciences courses in the city of Manaus from a
perspective of regional integration? The research followed with the objective use theory and
practice for teaching and learning in environments with great potential for teaching ecology
from a perspective of regional integration. The research had a qualitative character, following
bibliographic, documentary and field research procedures. Bibliographic research guided,
contextualized and substantiated the central object of study. The documentary research aimed
to investigate which Higher Education Institutions (IES) in the city of Manaus had the
presential CB course, in order to ascertain their pedagogical projects which strategies are
adopted in the teaching of the discipline of Ecology and the correlation regarding regional
issues. It also identified existing ecological projects in Amazonas with the intention of
bringing them closer to CB students. Lastly, it examined the municipal decrees and
management plans for Private Natural Heritage Reserves - RPPNs existing in urban and rural
areas in Manaus to enhance these places for teaching Ecology through field classes. This
information was verified through site visits to the RPPNs. Field classes were held at Dr.
Daisaku Ikeda RPPNs and INPA's Biological Reserve, with 1st and 8th period students of the
Biological Sciences Degree (LCB) course at the Federal Institute of Amazonas - IFAM /
CMC, regularly registered and taking disciplines of Basic Ecology and Ecology of the
Amazon. Open and semi-open questionnaires were used in classroom and in field for data
collection. The methodological sequence was developed from the diagnosis, intervention and
verification of learning. For the intervention, 2 (two) field classes were held, one class at
INPA Biological Reserve and another at RPPN Dr. Daisaku Ikeda. In the end, the results
showed that the field class is a potential strategy for an effective learning of Ecology, which
should be considered by the teacher through a well-planned field class, as it makes the content
more attractive, understandable, arouses the student's curiosity, interest, motivation, making
the class more interactive when addressing the concepts of understanding and opportunity to
expand knowledge, educational experiences and articulation between theory and practice.
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