Early Childhood Education is a fundamental step in the process of learning and development
of children from 0 to 5 years old. Therefore, it is essential that at this level of education,
children can experience learning experiences related to the knowledge of the physical and
sociocultural world in social and natural environments, in which they will be able to make
observations of the environment, raise hypotheses, manipulate objects, investigate, explore.
and appreciate the context where they live in order to enrich and expand their knowledge of
themselves and the world. Taking into account that rural schools in the state of Amazonas are
immersed in an inseparable set of natural and social phenomena and an environment rich in
biodiversity, it is necessary to think about practices that address this reality. Through outings,
children explore and contemplate the place where they live in favor of educational
experiences that potentiate new discoveries, considering the knowledge of childhood. This
qualitative research aimed to investigate the contributions of the class-walk to the learning
experiences of children in Early Childhood Education in the countryside about the knowledge
of the physical and sociocultural world. The research is based on studies of Pedagogy by
Freinet (1997; 1998; 2001 and 2004), Freire (2006; 2011 and 2013), Soares (2017) in line
with the National Curriculum Guidelines for Early Childhood Education (BRASIL, 2009) and
the National Curricular Common Base (BRAZIL, 2017). For the construction of the research
data, pedagogical letters written by five (05) teachers of Early Childhood Education from
schools located in the rural area of Parintins-AM were used. The results of the research show
that the class-walk in Early Childhood Education in the countryside is a source of knowledge
that provides children with meaningful interactions and learning experiences, expanding their
knowledge about the physical and sociocultural world, encouraging them to curiosity,
exploration, enchantment and questioning about the environment where they live. The class -
walk technique in contemporary school opens horizons for the realization of interdisciplinary
pedagogical practices, a process increasingly necessary in times of fragmentation of
knowledge. It is hoped that this research can contribute to expand children's learning
experiences about self-knowledge and the world, as well as favoring the dialogue of
knowledge in early childhood education in the countryside.
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