Children and Nature in Tukum Village: Indigenous Education and BiophiliaChristiana Profice*, Gabriel Moreira Santos and Nathane Almeida dos Anjos
Universidade Estadual de Santa Cruz Ilheus, Bahia, Brazil
- *Corresponding Author:
- Christiana Profice
Universidade Estadual de Santa Cruz Ilheus
Tel: +1 9296001430
E-mail: [email protected]
Received Date: October 24, 2016; Accepted Date: November 11, 2016; Published Date: November 18, 2016
Citation: Profice C, Santos GM, dos Anjos NA (2016) Children and Nature in Tukum Village: Indigenous Education and Biophilia. J Child Adolesc Behav 4:320. doi: 10.4172/2375-4494.1000320
Copyright: © 2016 Profice C, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Objective: Currently there is a consensus that the actual environmental crisis is resulting from intensive human appropriation of the environment and its creatures and processes. These disconnect between people and nature, characteristic of Western urban culture, also generates consequences on children's quality of life. The general objective of this study is to access indigenous children's environmental perception in its cognitive and affective aspects. In this direction we highlight the role of indigenous school practices in the improvement of biophilia and environmental awareness.
Methods: Our qualitative survey adopt a multimethod approach that access children environmental perception from drawing sessions and interviews. The participants are 15 students and their teacher from the Tukum School, one of the 10 indigenous schools from the Tupinambá of Olivença visited in our research from 2014 to 2016. The Tupinambá community is located in Ilhéus, Bahia in Northeast region of Brazil.
Results: Our results demonstrate that daily life in natural environments promoted both by culture and by indigenous school promote biophilia and, consequently, environmental awareness among children. The drawings also proved to be a suitable tool to access the feelings and children's knowledge about nature.
Conclusion: Western education model that promoted the gap between children and nature can take inspiration in indigenous education in order to promote biophilia and the prevention of health and mental problems among urban children.