542
R. C. Soares et al.
of the receiving communities (Camilo and Bahl 2017). In light of this, the current
challenge for cities with historical and environmental value is to develop tourism
ableto promote sustainability, with the objective of maintaining a balance between the
demands of the economic and social axis (Reis 2009). Thus, a systemic management
composed by social responsibility and sustainability is necessary (Mello and Mello
2018).
A possible way lies in the promotion of a critical environmental education that
provides sustainable tourism for the knowledge, dissemination and preservation of
the historical and natural heritage. To this end, students need to actively participate
in the process of diagnosing real environmental problems in search of solutions (Da
Cruz et al. 2018).
Environmental education actions must be in line with the National Tourism Policy
(NTP) Law 11,771, which decides on the need to promote the practice of sustainable
tourism in natural areas, encouraging the adoption of less impactful and compatible
educational methods with the conservation of the environment and the preservation
of cultural identity, social values of traditional communities and populations (Brazil
2008).
In this scenario and using pedagogical resources as an interactive lecture, students
are allowed to know theoretically the origin of the historical and natural heritage of
the city of Cabo Frio and, at the same time, to identify the impacts suffered by them.
Also, the technical visit enables the connection between theory and practice, which
is reinforced through mobile devices, such as the application of educational games,
like Kahoot. These actions are essential methodological tools that complement each
other to know the historical and environmental spaces, reflect on the local reality and
apply the knowledge in a practical way. In addition to having fun and challenging
characteristics, they allow the individual to leave the comfort zone and enable learning
that can be used in real situations (Pessini et al. 2018).
Parra (2018) highlights that interactive lectures contribute to promote interaction between students, stimulate interest and cognitive involvement in situations and
content presented in class context. The themes developed in the lecture were intended
to know, value and learn, in order to preserve the socio-environmental heritage of
Cabo Frio, RJ, Brazil. The real experiences and practices during the technical visits
place this learning strategy as an important teaching and awareness tool for students,
so that they can act on the environment in order to contribute to the development of
the sustainability of these environments rich in biodiversity, but fragile (Silva et al.
2019).
The use of games through mobile devices can become an ally for the development
of meaningful learning for students, as they belong to young people’s daily lives,
thus contributing to consolidate knowledge (Pereira et al. 2020).
The objective of this study is to sensitize students, through sustainable pedagogical
actions, about the importance of socio-environmental preservation of the historical
and natural heritage of the City of Cabo Frio, RJ, Brazil. The target audience consisted
of 33 students enrolled in the 1st year of FFI-CF. Thus, a brief exposition on the
cultural and natural historical heritage of the city of Cabo Frio, RJ, Brazil is needed.
R. C. Soares et al.
of the receiving communities (Camilo and Bahl 2017). In light of this, the current
challenge for cities with historical and environmental value is to develop tourism
ableto promote sustainability, with the objective of maintaining a balance between the
demands of the economic and social axis (Reis 2009). Thus, a systemic management
composed by social responsibility and sustainability is necessary (Mello and Mello
2018).
A possible way lies in the promotion of a critical environmental education that
provides sustainable tourism for the knowledge, dissemination and preservation of
the historical and natural heritage. To this end, students need to actively participate
in the process of diagnosing real environmental problems in search of solutions (Da
Cruz et al. 2018).
Environmental education actions must be in line with the National Tourism Policy
(NTP) Law 11,771, which decides on the need to promote the practice of sustainable
tourism in natural areas, encouraging the adoption of less impactful and compatible
educational methods with the conservation of the environment and the preservation
of cultural identity, social values of traditional communities and populations (Brazil
2008).
In this scenario and using pedagogical resources as an interactive lecture, students
are allowed to know theoretically the origin of the historical and natural heritage of
the city of Cabo Frio and, at the same time, to identify the impacts suffered by them.
Also, the technical visit enables the connection between theory and practice, which
is reinforced through mobile devices, such as the application of educational games,
like Kahoot. These actions are essential methodological tools that complement each
other to know the historical and environmental spaces, reflect on the local reality and
apply the knowledge in a practical way. In addition to having fun and challenging
characteristics, they allow the individual to leave the comfort zone and enable learning
that can be used in real situations (Pessini et al. 2018).
Parra (2018) highlights that interactive lectures contribute to promote interaction between students, stimulate interest and cognitive involvement in situations and
content presented in class context. The themes developed in the lecture were intended
to know, value and learn, in order to preserve the socio-environmental heritage of
Cabo Frio, RJ, Brazil. The real experiences and practices during the technical visits
place this learning strategy as an important teaching and awareness tool for students,
so that they can act on the environment in order to contribute to the development of
the sustainability of these environments rich in biodiversity, but fragile (Silva et al.
2019).
The use of games through mobile devices can become an ally for the development
of meaningful learning for students, as they belong to young people’s daily lives,
thus contributing to consolidate knowledge (Pereira et al. 2020).
The objective of this study is to sensitize students, through sustainable pedagogical
actions, about the importance of socio-environmental preservation of the historical
and natural heritage of the City of Cabo Frio, RJ, Brazil. The target audience consisted
of 33 students enrolled in the 1st year of FFI-CF. Thus, a brief exposition on the
cultural and natural historical heritage of the city of Cabo Frio, RJ, Brazil is needed.